토플리딩문제

TOEFL R/C
< 1 > : Televisions contribution
TOEFL Test Reading
Televisions contribution to family life in the United States has been an equivocal one. For while it has, indeed, kept the members of the family from dispersing, it has not served to bring them together. By dominating the time families spend together, it destroys the special quality that distinguishes one family from another, a quality that depends to a great extent on what a family does, what special rituals, games, recurrent jokes, familiar songs, and shared activities it accumulates. Like the sorcerer of old, writes Urie Bronfenbrenner, the television set casts its magic spell, freezing speech and action, turning the living into silent statues so long as the enchantment lasts. The primary danger of the television screen lies not so much in the behavior it produces although there is danger there as in the behavior it prevents : the talks, games, the family festivities, and arguments through which much of the childs learning takes place and through which character is formed. Turning on the television set can turn off the process that transforms children into people. Of course, families today still do special things together at times : go camping in the summer, go to the zoo on a nice Sunday, take various trips and expeditions. But the ordinary daily life together is diminished that sitting around at the dinner table, that spontaneous taking up of an activity, those little games invented by children on the spur of the moment when there is nothing else to do, the scribbling, the chatting, the quarreling, all the things that form the fabric of a family, that define a childhood. Instead, the children have their regular schedule of television programs and bedtime, and the parents have their peaceful dinner together. But surely the needs of adults are being better met than the needs of children, who are effectively shunted away and rendered untroublesome. If the family does not accumulate its backlog of
1. Which of the following best represents the authors argument in the passage? (A) Television has negative effects on family life. (B) Television has advantages and disadvantages for children. (C) Television should be more educational. (D) Television teaches children to be violent. 2. The word it in the passage refers to (A) dominating (B) time (C) television (D) quality 3. Why is Urie Bronfenbrenner quoted in paragraph 2? (A) To present a different point of view from that of the author (B) To provide an example of a television program that is harmful (C) To expand the authors argument (D) To discuss the positive
TOEFL R/C
shared experiences, shared everyday experiences that occur and recur and change and develop, then it is not likely to survive as anything other than a caretaking institution.
aspects of television 4. The word freezing in the passage is closest in meaning to (A) controlling (B) halting (C) dramatizing (D) encouraging
TOEFL R/C
TOEFL Test - Reading
Televisions contribution to family life in the United States has been an equivocal one. For while it has, indeed, kept the members of the family from dispersing, it has not served to bring them together. By dominating the time families spend together, it destroys the special quality that distinguishes one family from another, a quality that depends to a great extent on what a family does, what special rituals, games, recurrent jokes, familiar songs, and shared activities it accumulates. Like the sorcerer of old, writes Urie Bronfenbrenner, the television set casts its magic spell, freezing speech and action, turning the living into silent statues so long as the enchantment lasts. The primary danger of the television screen lies not so much in the behavior it produces although there is danger there as in the behavior it prevents : the talks, games, the family festivities, and arguments through which much of the childs learning takes place and through which character is formed. Turning on the television set can turn off the process that transforms children into people. Of course, families today still do special things together at times : go camping in the summer, go to the zoo on a nice Sunday, take various trips and expeditions. But the ordinary daily life together is diminished that sitting around at the dinner table, that spontaneous taking up of an activity, those little games invented by children on the spur of the moment when there is nothing else to do, the scribbling, the chatting, the quarreling, all the things that form the fabric of a family, that define a childhood. Instead, the children have their regular schedule of television programs and bedtime, and the parents have their peaceful dinner together. But surely the needs of adults are being better met than the needs of children, who are effectively shunted away and rendered untroublesome. If the family does not accumulate its backlog of
5. Urie Bronfenbrenner compares the television set to (A) a statue (B) an educator (C) a family member (D) a magician
6. Which of the following would be an example of what the author means by a special thing that families do? (A) Going on vacation in the summertime (B) Playing cards together in the evening (C) Reading to the children at bedtime (D) Talking to each other
7. The thing that form the fabric of a family in paragraph 3 are (A) special things (B) ordinary things (C) television programs (D) children
8. The word it in the passage refers to
TOEFL R/C
shared experiences, shared everyday experiences that occur and recur and change and develop, then it is not likely to survive as anything other than a caretaking institution.
(A) the television (B) the family (C) its backlog (D) an institution
TOEFL R/C
Televisions contribution to family life in the United States has been an equivocal one. For while it has, indeed, kept the members of the family from dispersing, it has not served to bring them together. By dominating the time families spend together, it destroys the special quality that distinguishes one family from another, a quality that depends to a great extent on what a family does, what special rituals, games, recurrent jokes, familiar songs, and shared activities it accumulates. Like the sorcerer of old, writes Urie Bronfenbrenner, the television set casts its magic spell, freezing speech and action, turning the living into silent statues so long as the enchantment lasts. The primary danger of the television screen lies not so much in the behavior it produces although there is danger there as in the behavior it prevents : the talks, games, the family festivities, and arguments through which much of the childs learning takes place and through which character is formed. Turning on the television set can turn off the process that transforms children into people. Of course, families today still do special things together at times : go camping in the summer, go to the zoo on a nice Sunday, take various trips and expeditions. But the ordinary daily life together is diminished that sitting around at the dinner table, that spontaneous taking up of an activity, those little games invented by children on the spur of the moment when there is nothing else to do, the scribbling, the chatting, the quarreling, all the things that form the fabric of a family, that define a childhood. Instead, the children have their regular schedule of television programs and bedtime, and the parents have their peaceful dinner together. But surely the needs of adults are being better met than the needs of children, who are effectively shunted away and rendered untroublesome.
9. According to the author, what distinguishes one family from another? (A) Doing ordinary things together (B) Watching television together (C) Celebrating holidays together (D) Living together
10. It can be inferred from the passage that a caretaking institution is one in which care is given (A) charitably (B) lovingly (C) constantly (D) impersonally
11. Look at the sentences in the bold text in the passage. Click on the sentence where the author provides an example of adult needs being better met than the needs of children.
TOEFL R/C
If the family does not accumulate its backlog of shared experiences, shared everyday experiences that occur and recur and change and develop, then it is not likely to survive as anything other than a caretaking institution.
TOEFL R/C
< 2 > : Anasazi is
Anasazi is the name given to the prehistoric people who inhabited the Four Corners area of what is now southeastern Utah, northeastern Arizona, southwestern Colorado, and northwestern New Mexico for a 2000-year period from about 700 B.C. to the arrival of the Spanish in the Southwest in the 1500s. The Anasazi were the ancestors of the modern-day Pueblo people of the southwestern United States. Five cultural signatures enable archaeologists to determine what is Anasazi. First is the kiva a generally circular, underground structure used for gatherings of kin groups. The kiva belongs to the Anasazi and is not found anywhere else. Second is the unit pueblo. This building unit, made up of a room block of two to twelve rooms and a plaza or workplace containing a kiva, formed a modular unit of standardized design that was multiplied to form larger settlements whether in the cliffs or in the open. The third cultural signature is the orientation of kivas and unit pueblos facing toward the south and southeast. The fourth is the characteristic Anasazi gray-and-white pottery and the utility pottery with a corrugated exterior. The Anasazi fired the pottery in a nonoxidizing atmosphere (a fire smothered to reduce available oxygen), producing the gray-and-white colored ceramics. Many Anasazi pots were decorated with black paint, producing the distinctive black-on-white pottery style. Fifth, the Anasazi in all areas followed a characteristic pattern of burials. The bodies were buried lying on the side with legs flexed against the chest and heads oriented directionally often toward the east or parallel to the slope if the grave was on steep terrain. These five characteristics are peculiarly Anasazi and were not shared by the other neighboring cultures. By matching these hallmarks to the discovered ruins, it has been possible to delineate prehistoric Anasaziland for
1. What does the passage primarily discuss? (A) Where prehistoric Anasazi settlements were located (B) How archaeologists can recognize prehistoric Anasazi sites (C) The architecture of the prehistoric Aansazi people (D) The modern-day descendants of the prehistoric Anasazi people
2. The word signatures in the passage is closest in meaning to (A) identifying characteristics (B) written messages (C) archaeological methods (D) designs painted on pottery
3. According to the passage, what was the Anasazi kiva primarily used for? (A) Food preparation (B) Tool storage (C) Family gatherings (D) Pottery making
TOEFL R/C
some 2000 years. A chronological framework has divided the history of the Anasazi into three Basket Maker stages and six Pueblo stages. 4. The word standardized in the passage is closest in meaning to (A) closed (B) measured (C) ancient (D) uniform
TOEFL R/C
< 2 > : Anasazi is
5. The word orientation in the passage is closest in meaning to (A) arrangement (B) construction (C) expansion (D) preference
6. According to the passage, what was a characteristic of Anasazi pottery? (A) It was extremely difficult to break. (B) It was fired with a reduced amount of oxygen. (C) It was painted gray and white (D) It was created with a special mixture of clay
7. According to the passage, one of the characteristics of Anasazi burials was that bodies were buried (A) flat on the back (B) with the knees bent to the chest (C) in special burial grounds (D) parallel to each other
TOEFL R/C
some 2000 years. A chronological framework has divided the history of the Anasazi into three Basket Maker stages and six Pueblo stages. 8. The word terrain in the passage is closest in meaning to (A) vegetation (B) climate (C) vicinity (D) ground
10
TOEFL R/C
< 2 > : Anasazi is
9. Which of the following, if it were found at an archaeological site in the southwestern United States, would strongly suggest that the Anasazi had lived there? (A) Brightly colored pottery (B) Buildings with windows facing east (C) An underground circular structure (D) Remains of ceremonial fires
10. The word delineate in the passage is closest in meaning to (A) discourage (B) outline (C) originate (D) succeed
11. The paragraph following the passage would most logically continue with a discussion of the (A) different stages of Anasazi history (B) influence of the Spanish on
11
TOEFL R/C
some 2000 years. A chronological framework has divided the history of the Anasazi into three Basket Maker stages and six Pueblo stages.
Anasazi culture (C) characteristics that made the Anasazi unique (D) problems encountered by the descendants of the Anasazi
12
TOEFL R/C
< 3 > : It was reputedly
It was reputedly in ancient Egypt that the art of making raised bread was discovered. Conditions there were favorable, because wheat was an important factor, specifically wheat that did not have to be parched before the grain was separated from the stalk. The starchy endosperm, the inner nutritive portion of wheat grain, contains gluten-forming proteins. In favorable conditions, yeast, the other essential ingredient of raised bread, produces carbon dioxide gas. If the two ingredients are brought together in a bread mix, the result is a spongy mass consisting of tiny gas bubbles, each enclosed in an elastic skin of gluten. When the mixture is subsequently heated, the gluten becomes firm instead of elastic, and this is what holds the bread in its raised form. If, however, the glutenforming proteins have been subjected to heat before they come into contact with the yeast, their nature has already been changed; they have become inelastic and unable to rise. Since most of the early grains needed some degree of toasting before they could be separated from the stalk, raised bread was a chemical impossibility. But, approximately five thousand years ago, in Egypt, a wheat had been developed that could be separated from the stalk without being heated. According to one theory, leavening bread so that it will rise was discovered when some yeast spores drifted onto a dough that had been set aside for a while before baking. It would rise, not very much, perhaps, but enough to make the bread lighter and more appetizing than usual. Afterward, inquiring minds set about the task of reproducing deliberately a process that had been discovered by accident. But an alternative and even more likely theory
1. What does the passage mainly discuss? (A) The discovery of the process for making bread rise (B) The varieties of wheat used in making bread (C) The chemical properties of yeast (D) The diet of ancient Egyptians 2. According to the passage, what advantage did the new variety of wheat have over older varieties? (A) It was thought to have a superior flavor. (B) It required less liquid to make the bread dough. (C) It grew in great abundance. (D) It did not need to be parched to be separated from the stalk. 3. What is the purpose of paragraph 2? (A) To present the scientific basis of a process (B) to explain why principles of nutrition were slow to be discovered (C) to present the historical record of events
13
TOEFL R/C
proposes that on some occasion a fermented beverage was used instead of water to mix the dough. The rise would be more spectacular than that produced by a few errant spores, and the effect would be easy to explain and equally easy to reproduce.
(D) to explain why starch is needed in the human diet 4. The word subsequently in the passage is closest in meaning to (A) thoroughly (B) afterward (C) reliably (D) vertically
14
TOEFL R/C
It was reputedly in ancient Egypt that the art of making raised bread was discovered. Conditions there were favorable, because wheat was an important factor, specifically wheat that did not have to be parched before the grain was separated from the stalk. The starchy endosperm, the inner nutritive portion of wheat grain, contains gluten-forming proteins. In favorable conditions, yeast, the other essential ingredient of raised bread, produces carbon dioxide gas. If the two ingredients are brought together in a bread mix, the result is a spongy mass consisting of tiny gas bubbles, each enclosed in an elastic skin of gluten. When the mixture is subsequently heated, the gluten becomes firm instead of elastic, and this is what holds the bread in its raised form. If, however, the glutenforming proteins have been subjected to heat before they come into contact with the yeast, their nature has already been changed; they have become inelastic and unable to rise. Since most of the early grains needed some degree of toasting before they could be separated from the stalk, raised bread was a chemical impossibility. But, approximately five thousand years ago, in Egypt, a wheat had been developed that could be separated from the stalk without being heated. According to one theory, leavening bread so that it will rise was discovered when some yeast spores drifted onto a dough that had been set aside for a while before baking. It would rise, not very much, perhaps, but enough to make the bread lighter and more appetizing than usual. Afterward, inquiring minds set about the task of reproducing deliberately a process that had been discovered by accident. But an alternative and even more likely theory
5. According to the passage, where are gluten-forming proteins found? (A) In spores drifting in the air (B) In wheat stalks (C) In the starchy endosperm (D) In fermented beverages
6. The word inquiring in the passage is closest in meaning to (A) curious (B) confused (C) mature (D) confident
7. The word alternative in the passage is closest in meaning to (A) understandable (B) excellent (C) different (D) descriptive
8. The word that in the passage refers to (A) beverage (B) water (C) dough (D) rise
15
TOEFL R/C
proposes that on some occasion a fermented beverage was used instead of water to mix the dough. The rise would be more spectacular than that produced by a few errant spores, and the effect would be easy to explain and equally easy to reproduce. 9. The word reproduce in the passage is closest in meaning to (A) organize (B) discontinue (C) observe (D) copy
16
TOEFL R/C
It was reputedly in ancient Egypt that the art of making raised bread was discovered. Conditions there were favorable, because wheat was an important factor, specifically wheat that did not have to be parched before the grain was separated from the stalk. The starchy endosperm, the inner nutritive portion of wheat grain, contains gluten-forming proteins. In favorable conditions, yeast, the other essential ingredient of raised bread, produces carbon dioxide gas. If the two ingredients are brought together in a bread mix, the result is a spongy mass consisting of tiny gas bubbles, each enclosed in an elastic skin of gluten. When the mixture is subsequently heated, the gluten becomes firm instead of elastic, and this is what holds the bread in its raised form. If, however, the gluten-forming proteins have been subjected to heat before they come into contact with the yeast, their nature has already been changed; they have become inelastic and unable to rise. Since most of the early grains needed some degree of toasting before they could be separated from the stalk, raised bread was a chemical impossibility. But, approximately five thousand years ago, in Egypt, a wheat had been developed that could be separated from the stalk without being heated. According to one theory, leavening bread so that it will rise was discovered when some yeast spores drifted onto a dough that had been set aside for a while before baking. It would rise, not very much, perhaps, but enough to make the bread lighter and more appetizing than usual. Afterward, inquiring minds set about the task of reproducing deliberately a process that had been discovered by accident. But an alternative and even more likely theory proposes that on some occasion a fermented beverage
10. It can be inferred that the fermented beverage mentioned in the paragraph 5 contained (A) gluten (B) proteins (C) dough (D) yeast 11. According to the passage, yeast will NOT be effective in causing bread dough to rise if the wheat in the dough (A) has produced carbon dioxide (B) has been heated (C) contains gluten-forming proteins (D) has become spongy
17
TOEFL R/C
was used instead of water to mix the dough. The rise would be more spectacular than that produced by a few errant spores, and the effect would be easy to explain and equally easy to reproduce.
18
TOEFL R/C
< 4 > : About ten percent
About ten percent of the worlds deserts are composed of sand dunes, which are driven across the desert by the wind. Sand grains march across the desert floor under the influence of strong winds by a process known as saltation. The grains of sand become airborne for a moment, and upon landing they dislodge additional sand grains, which repeat the process. In this manner, sand dunes engulf everything in their path, including structures made by people, and pose a major problem in the construction and maintenance of highways and railroads that cross sandy areas of desert. Sand-dune migration near desert oases poses another serious problem, especially when encroaching on villages. Methods to mitigate damage to structures from sand dunes include building windbreaks and funneling sand out of the way. The direction, strength, and variability of the wind, the moisture content of the soil, the vegetation cover, the underlying topography, and the amount of movable soil exposed to the wind determine the size and form of sand dunes. Sand dunes generally have four basic shapes, determined by the topography of the land and patterns of wind flow. Linear dunes align in roughly the direction of strong prevailing winds. Their length is substantially greater than their width, and they lie parallel to each other, sometimes with a wavy pattern. Crescent dunes, also called barchans, are symmetrically shaped, with horns pointing downwind. They travel across the desert at speeds of up to 50 feet a year. Parabolic dunes form in areas where sparse vegetation anchors the side arms while the center is blown outward, causing sand in the middle to move forward. Star dunes form by shifting winds that pile up sand into central points that can rise 1500 feet and more, with several arms radiating outward, looking much like giant pinwheels.
1. What aspect of sand dunes does the passage mainly discuss? (A) Their location (B) Their destructiveness (C) Their formation (D) Their disappearance
2. The word driven in the passage is closest in meaning to (A) pushed (B) smoothed (C) controlled (D) strengthened
3. The word they in the passage refers to (A) desert (B) strong winds (C) sand grains (D) structures
4. According to the passage, in what way do sand dunes interfere with transportation? (A) They cause travelers to get lost.
19
TOEFL R/C
(B) They make it difficult to build and repair roadways. (C) They increase the likelihood of accidents. (D) They block the most direct routes.
20
TOEFL R/C
About ten percent of the worlds deserts are composed of sand dunes, which are driven across the desert by the wind. Sand grains march across the desert floor under the influence of strong winds by a process known as saltation. The grains of sand become airborne for a moment, and upon landing they dislodge additional sand grains, which repeat the process. In this manner, sand dunes engulf everything in their path, including structures made by people, and pose a major problem in the construction and maintenance of highways and railroads that cross sandy areas of desert. Sand-dune migration near desert oases poses another serious problem, especially when encroaching on villages. Methods to mitigate damage to structures from sand dunes include building windbreaks and funneling sand out of the way. The direction, strength, and variability of the wind, the moisture content of the soil, the vegetation cover, the underlying topography, and the amount of movable soil exposed to the wind determine the size and form of sand dunes. Sand dunes generally have four basic shapes, determined by the topography of the land and patterns of wind flow. Linear dunes align in roughly the direction of strong prevailing winds. Their length is substantially greater than their width, and they lie parallel to each other, sometimes with a wavy pattern. Crescent dunes, also called barchans, are symmetrically shaped, with horns pointing downwind. They travel across the desert at speeds of up to 50 feet a year. Parabolic dunes form in areas where sparse vegetation anchors the side arms while the center is blown outward, causing sand in the middle to move forward. Star dunes form by shifting winds that pile up sand into central points that can rise 1500 feet and more, with several arms radiating outward, looking much like giant pinwheels.
5. The word poses in the passage is closest in meaning to (A) solves (B) positions (C) presents (D) interprets
6. One purpose of the windbreaks mentioned in the passage is to (A) protect buildings (B) remove sand dunes (C) encourage the process of saltation (D) utilize the power of the wind
7. The word variability in the passage is closest in meaning to (A) ability to cause damage (B) tendency to change (C) forward movement (D) speed
8. The word substantially in the passage is closest in meaning
21
TOEFL R/C
to (A) actually (B) specifically (C) frequently (D) significantly
22
TOEFL R/C
About ten percent of the worlds deserts are composed of sand dunes, which are driven across the desert by the wind. Sand grains march across the desert floor under the influence of strong winds by a process known as saltation. The grains of sand become airborne for a moment, and upon landing they dislodge additional sand grains, which repeat the process. In this manner, sand dunes engulf everything in their path, including structures made by people, and pose a major problem in the construction and maintenance of highways and railroads that cross sandy areas of desert. Sanddune migration near desert oases poses another serious problem, especially when encroaching on villages. Methods to mitigate damage to structures from sand dunes include building windbreaks and funneling sand out of the way. The direction, strength, and variability of the wind, the moisture content of the soil, the vegetation cover, the underlying topography, and the amount of movable soil exposed to the wind determine the size and form of sand dunes. Sand dunes generally have four basic shapes, determined by the topography of the land and patterns of wind flow. Linear dunes align in roughly the direction of strong prevailing winds. Their length is substantially greater than their width, and they lie parallel to each other, sometimes with a wavy pattern. Crescent dunes, also called barchans, are symmetrically shaped, with horns pointing downwind. They travel across the desert at speeds of up to 50 feet a year. Parabolic dunes form in areas where sparse vegetation anchors the side arms while the center is blown outward, causing sand in the middle to move forward. Star dunes form by shifting winds that pile up sand into central points that can rise 1500 feet and more, with several arms radiating outward, looking much like giant pinwheels.
9. Which of the following is probably most influential in determining the shape of parabolic dunes? (A) Moisture (B) Vegetation (C) Wind speed (D) Soil composition
10. Look at the terms saltation, migration, oases, and topography in the passage. Which of these terms is defined in the passage?
11. The following sentence can be added to paragraph 1. Without such measures, disruption of roads, airports, agricultural settlements, and towns could become a major problem in desert regions. Where would it best fit in the passage? Click on the square [] to add
23
TOEFL R/C
the sentence to the passage.
24
TOEFL R/C
< 5 > : The closest that
The closest that a large asteroid has come to flying by Earth occurred on March 22, 1989, when asteroid 1989 FC came within 430,000 miles of our planet. Astronomers did not detect asteroid 1989 FC until it was already moving away from Earth. Only then did they notice a dramatic decrease in the asteroids motion against background stars. The astronomers failed to notice the approach, which must have been on a near-grazing trajectory, because it came from the direction of the Sun. Also, the Moon was nearly full, further hampering observations. The asteroid was about half a mile wide, and though a collision with Earth would have been catastrophic, a fluke of orbital geometry might have lessened the impact a little. The asteroid orbits the Sun in the same direction and at almost the same speed as Earth, completing a revolution in about one year. Therefore, its approach was rather slow compared to other celestial objects. However, because of Earths large size, the planets gravitational pull would have accelerated the asteroid during its final approach. If a collision had occurred, the asteroid would have produced a crater five to ten miles wide. Asteroid 1989 FC is one of only thirty similar bodies that are capable of approaching Earth. In addition, several hundred to one thousand or more asteroids wider than one-third of a mile are capable of crossing Earths orbit for a close encounter. For example, on December 8, 1992, a large asteroid called Toutatis, which measured 2.5 miles long by 1.6 miles wide, flew within 2.2 million miles of Earth. Not one of the close encounters had been anticipated by astronomers. To avoid the danger of an asteroid collision, the threatening body would first have to be tracked by telescopes and radar and its course plotted accurately so its orbit could be determined precisely. If an asteroid were found to be on a collision course with Earth,
1. Which of the following subjects does the passage mainly discuss? (A) How scientists predict the course of asteroids (B) A comparison of asteroid 1989 FC and asteroid Toutatis (C) The effects of an asteroids collision with Earth (D) Asteroids that closely approach Earth
2. According to the passage, which of the following is true of asteroid 1989 FC? (A) It is the largest asteroid ever recorded. (B) It travels at a slower speed than Earth. (C) It missed hitting Earth by less than 430,000 miles. (D) Its approach toward Earth was observed by astronomers.
3. Look at the word detect in the passage. Click on the word in the bold text that has the
25
TOEFL R/C
astronomers could provide timely warnings. The rogue asteroid might then be nudged out of its Earth-bound trajectory by use of explosive devices.
SAME meaning.
4. The word hampering in the passage is closest in meaning to (A) providing (B) lowering (C) restricting (D) assisting
26
TOEFL R/C
The closest that a large asteroid has come to flying by Earth occurred on March 22, 1989, when asteroid 1989 FC came within 430,000 miles of our planet. Astronomers did not detect asteroid 1989 FC until it was already moving away from Earth. Only then did they notice a dramatic decrease in the asteroids motion against background stars. The astronomers failed to notice the approach, which must have been on a near-grazing trajectory, because it came from the direction of the Sun. Also, the Moon was nearly full, further hampering observations. The asteroid was about half a mile wide, and though a collision with Earth would have been catastrophic, a fluke of orbital geometry might have lessened the impact a little. The asteroid orbits the Sun in the same direction and at almost the same speed as Earth, completing a revolution in about one year. Therefore, its approach was rather slow compared to other celestial objects. However, because of Earths large size, the planets gravitational pull would have accelerated the asteroid during its final approach. If a collision had occurred, the asteroid would have produced a crater five to ten miles wide. Asteroid 1989 FC is one of only thirty similar bodies that are capable of approaching Earth. In addition, several hundred to one thousand or more asteroids wider than one-third of a mile are capable of crossing Earths orbit for a close encounter. For example, on December 8, 1992, a large asteroid called Toutatis, which measured 2.5 miles long by 1.6 miles wide, flew within 2.2 million miles of Earth. Not one of the close encounters had been anticipated by astronomers. To avoid the danger of an asteroid collision, the threatening body would first have to be tracked by telescopes and radar and its course plotted accurately so its orbit could be determined precisely. If an
5. Look at the word its in the passage. Click on the word or phrase in the bold text that this word refers to
6. The word accelerated in the passage is closest in meaning to (A) speeded up (B) separated into (C) guided toward (D) attracted to
7. The author mentions asteroid Toutatis in paragraph 3 as an example of a large asteroid that (A) collided with Earth (B) approached Earth at the same time as asteroid 1989 FC (C) travels faster than Earth (D) crossed Earths orbit
8. Which of the following statements about close encounters between Earth and the asteroids mentioned in the passage is true?
27
TOEFL R/C
asteroid were found to be on a collision course with Earth, astronomers could provide timely warnings. The rogue asteroid might then be nudged out of its Earth-bound trajectory by use of explosive devices.
(A) They were not predicted by astronomers. (B) They involved tiny asteroids. (C) They were hidden form view by sunlight. (D) They typically occur once every three years.
28
TOEFL R/C
The closest that a large asteroid has come to flying by Earth occurred on March 22, 1989, when asteroid 1989 FC came within 430,000 miles of our planet. Astronomers did not detect asteroid 1989 FC until it was already moving away from Earth. Only then did they notice a dramatic decrease in the asteroids motion against background stars. The astronomers failed to notice the approach, which must have been on a near-grazing trajectory, because it came from the direction of the Sun. Also, the Moon was nearly full, further hampering observations. The asteroid was about half a mile wide, and though a collision with Earth would have been catastrophic, a fluke of orbital geometry might have lessened the impact a little. The asteroid orbits the Sun in the same direction and at almost the same speed as Earth, completing a revolution in about one year. Therefore, its approach was rather slow compared to other celestial objects. However, because of Earths large size, the planets gravitational pull would have accelerated the asteroid during its final approach. If a collision had occurred, the asteroid would have produced a crater five to ten miles wide. Asteroid 1989 FC is one of only thirty similar bodies that are capable of approaching Earth. In addition, several hundred to one thousand or more asteroids wider than one-third of a mile are capable of crossing Earths orbit for a close encounter. For example, on December 8, 1992, a large asteroid called Toutatis, which measured 2.5 miles long by 1.6 miles wide, flew within 2.2 million miles of Earth. Not one of the close encounters had been anticipated by astronomers. To avoid the danger of an asteroid collision, the threatening body would first have to be tracked by telescopes and radar and its course plotted accurately so its orbit could be determined precisely. If an asteroid were found to be on a collision course with Earth,
9. The following sentence can be added to the passage. Many scientists believe that an actual collision of similar magnitude millions of years ago may have rendered many species of life, such as dinosaurs, extinct. Where would it best fit in the passage? Click on the square [] to add the sentence the passage.
10. Click on the paragraph that explains why astronomers did not notice asteroid 1989 FC until it had moved away from Earth.
29
TOEFL R/C
astronomers could provide timely warnings. The rogue asteroid might then be nudged out of its Earth-bound trajectory by use of explosive devices.
30
TOEFL R/C
< 6 > : An increasing number of
An increasing number of people are advocating a switch from chemical pesticides to a more organic approach to raising and protecting the worlds food supply. By using predator insects such as ladybugs, praying mantises, and wasps, farmers can reduce the amount of chemicals they release into the environment. Crop rotation has been used to control pests by changing their food supply on a regular basis. Intercropping, or mixing different crops together in the same fields, also helps control pest populations by creating different environments that will not allow large numbers of problem plants and animals to become established. Another pest management technique, called integrated pest management (IPM), is being promoted as an alternative to chemical pest control. IPM is a management strategy rather than an attempt to eliminate problem-causing plants and animals. Instead of trying to kill all the pests that cause problems, an IPM approach attempts to keep their populations below the level where they cause negative economic or health effects. Although IPM incorporates the use of some pesticides, its primary control measures are nonchemical. IPM involves the evaluation of each crop and its related pest species as an ecological system. A control program is developed that includes various cultivation, biological, and chemical control methods applied in the best sequence and timing to achieve the best results. Fields are carefully monitored for damage, and appropriate control measures are applied only when pests reach an economically damaging level. This approach saves the farmers money by reducing their need for chemicals and for the machinery to apply them. Furthermore the IPM approach protects the environment by reducing the chemical impact on the ecosystems. By introducing natural control methods, farmers can actually restore areas to more natural systems and thus help reclaim land that has become unproductive. Although a sudden change to organic methods may reduce production, a slow conversion from chemicals to organic pest control methods usually will not cause much economic loss. Yields per hectare may drop, but costs also fall so that profits usually remain relatively stable. There is also
1. What does the passage mainly discuss? (A) The economic impact of soil conservation on farming (B) The use of intercropping to improve yields of farmland (C) The effectiveness of chemicals in reducing agricultural pest populations (D) The use of alternatives to chemical pest control in agriculture 2. Look at the word they in the passage. Click on the word or phrase in the bold text that they refers to
3. The word alternative in the passage is closest in meaning to (A) development (B) effect (C) option (D) reason 4. All of the following are mentioned in the passage as techniques of organic farming
31
TOEFL R/C
evidence that as the soils recover over time, they become more productive, and crop yields may even improve.
EXCEPT (A) using insects that eat destructive pests (B) planting a variety of crops in a single field (C) rotating the crops planted from one season to the next (D) trying to kill all the harmful plants and animals in a field
32
TOEFL R/C
An increasing number of people are advocating a switch from chemical pesticides to a more organic approach to raising and protecting the worlds food supply. By using predator insects such as ladybugs, praying mantises, and wasps, farmers can reduce the amount of chemicals they release into the environment. Crop rotation has been used to control pests by changing their food supply on a regular basis. Intercropping, or mixing different crops together in the same fields, also helps control pest populations by creating different environments that will not allow large numbers of problem plants and animals to become established. Another pest management technique, called integrated pest management (IPM), is being promoted as an alternative to chemical pest control. IPM is a management strategy rather than an attempt to eliminate problem-causing plants and animals. Instead of trying to kill all the pests that cause problems, an IPM approach attempts to keep their populations below the level where they cause negative economic or health effects. Although IPM incorporates the use of some pesticides, its primary control measures are nonchemical. IPM involves the evaluation of each crop and its related pest species as an ecological system. A control program is developed that includes various cultivation, biological, and chemical control methods applied in the best sequence and timing to achieve the best results. Fields are carefully monitored for damage, and appropriate control measures are applied only when pests reach an economically damaging level. This approach saves the farmers money by reducing their need for chemicals and for the machinery to apply them. Furthermore the IPM approach protects the environment by reducing the chemical impact on the ecosystems. By introducing natural control methods, farmers can actually restore areas to more natural systems and thus help reclaim land that has become unproductive. Although a sudden change to organic methods may reduce production, a slow conversion from chemicals to organic pest control methods usually will not cause much economic loss. Yields per hectare may drop, but costs also fall
5. Look at the word incorporates in the passage. Click on the word in the bold text that is closest in meaning to incorporates. 6. The word sequence in the passage is closest in meaning to (A) quality (B) order (C) preparation (D) result 7. A farmer who is using IPM should consider applying chemical pesticides when (A) any pest is found in a field (B) changing from one type of crop to another in a particular field (C) cultivation and biological control methods have been inadequate (D) chemical pesticides become economically competitive with nonchemical methods 8. It can be inferred that some farmers fear switching to IPM because they believe that
33
TOEFL R/C
so that profits usually remain relatively stable. There is also evidence that as the soils recover over time, they become more productive, and crop yields may even improve.
(A) the amount of food produced by their land will decrease (B) the number of ladybugs, praying mantises, and wasps will increase to dangerous level (C) they will not be able to afford the machinery required to implement IPM (D) IPM will cause conditions that lead to soil erosion
34
TOEFL R/C
An increasing number of people are advocating a switch form chemical pesticides to a more organic approach to raising and protecting the worlds food supply. By using predator insects such as ladybugs, praying mantises, and wasps, farmers can reduce the amount of chemicals they release into the environment. Crop rotation has been used to control pests by changing their food supply on a regular basis. Intercropping, or mixing different crops together in the same fields, also helps control pest populations by creating different environments that will not allow large numbers of problem plants and animals to become established. Another pest management technique, called integrated pest management (IPM), is being promoted as an alternative to chemical pest control. IPM is a management strategy rather than an attempt to eliminate problem-causing plants and animals. Instead of trying to kill all the pests that cause problems, an IPM approach attempts to keep their populations below the level where they cause negative economic or health effects. Although IPM incorporates the use of some pesticides, its primary control measures are nonchemical. IPM involves the evaluation of each crop and its related
pest species as an ecological system. A control program is developed that includes various cultivation, biological, and chemical control methods applied in the best sequence and timing to achieve the best results. Fields are carefully monitored for damage, and appropriate control measures are applied only when pests reach an economically damaging level. This approach saves the farmers money by reducing their need for chemicals and for the machinery to apply them. Furthermore the IPM approach protects the environment by reducing the chemical impact on the ecosystems. By introducing natural control methods, farmers can actually restore areas to more natural systems and thus help reclaim land that has become unproductive. Although a sudden change to organic methods may reduce production, a slow conversion from chemicals to organic pest control methods usually will not cause much economic loss. Yields per hectare may drop, but costs also fall so that profits usually remain relatively stable. There is also
9. Which of the following claims about IPM is NOT supported by the passage? (A) With IPM, soils can recover their productivity in time, and therefore crop yields may improve. (B) Crop yields amy fall initially with IPM, but farmers costs also decrease. (C) A rapid switch to IPM is recommended in order to fully profit from the conversion process. (D) IPM decreases the negative impact of chemicals on the environment by using natural pest controls. 10. The author suggests that chemical pesticides (A) can reduce the productivity of soil (B) allow farmers to eliminate pests with a single application (C) can increase the number of predator insects (D) are less expensive than other pest control methods 11. The following sentence can be added to paragraph 1.
35
TOEFL R/C
evidence that as the soils recover over time, they become more productive, and crop yields may even improve. Another benefit to farmers is that their exposure to chemicals in the fields where they work is reduced, and thus their health is protected. Where would it best fit in the passage? Click on the square [] to add the sentence the passage.
36
TOEFL R/C
< 7 > : The objective of agriculture is
The objective of agriculture is to collect and store solar energy as food energy in plant and animal products, which are then distributed to serve as food for the human population. To collect solar energy in plants and animals and to help crops convert this solar energy into food energy and then to distribute the food products, farmers spend fossil-fuel energy and electric energy in tilling the soil, fertilizing, irrigating, harvesting, and processing. New kinds of energy have helped to make a revolution in farm life, farmwork, and farm output since 1900. Only a hundred years ago in the United States most people were rural people: farmers, planters, trappers, and pioneers. In the nineteenth century, most work was done on farms by muscle power, human or animal. The chief sources of energy for heating were wood and coal. Many farms were fortunate enough to have a windmill for pumping water. In 1900 one farmworker was able to supply the needs of about seven people. In contrast, a farmworker today supplies the needs of 50 people. The first major contributions that energy made to farming were in the use of commercial fertilizer, an energyintensive product, and in factory-made farm machinery, which required energy to produce. Motorized farm machinery, which also required energy for its operation, first became practical for the farmer around 1910 when farm tractors became available. During the period of 1900 to 1971, the size of the average farm in the United States more than doubled while the farm population declined to one-third of its 1900 level. This change was made possible by the introduction of new technologies to the farming process, including the use of tractors, commercial fertilizers, motorized harvesters, and new scientific methods of farming. By 1975 there were approximately 5 million tractors in use in United States with a total capacity of 250 million
1. What does the passage mainly discuss? (A) The contributions of different types of energy to the development of farming (B) The importance of solar energy to successful farming (C) The increase in crop yield since 1900 (D) The objective of agriculture since the early 1900s
2. The word which in the passage refers to (A) agriculture (B) solar energy (C) plant and animal products (D) food energy
3. The word convert in the passage is closest in meaning to (A) convince (B) gather (C) link (D) transform
37
TOEFL R/C
horsepower, consuming 21 gallons of gasoline and 20 gallons of diesel fuel per capita in the United States. The use of commercial fertilizer grew by a factor of approximately 14 during the period 1900 to 1970 and is a critical factor in the ability to increase crop yield per unit of land cultivated.
4. The word spend in the passage is closest in meaning to (A) process (B) pay for (C) collect (D) use
38
TOEFL R/C
The objective of agriculture is to collect and store solar energy as food energy in plant and animal products, which are then distributed to serve as food for the human population. To collect solar energy in plants and animals and to help crops convert this solar energy into food energy and then to distribute the food products, farmers spend fossil-fuel energy and electric energy in tilling the soil, fertilizing, irrigating, harvesting, and processing. New kinds of energy have helped to make a revolution in farm life, farmwork, and farm output since 1900. Only a hundred years ago in the United States most people were rural people: farmers, planters, trappers, and pioneers. In the nineteenth century, most work was done on farms by muscle power, human or animal. The chief sources of energy for heating were wood and coal. Many farms were fortunate enough to have a windmill for pumping water. In 1900 one farmworker was able to supply the needs of about seven people. In contrast, a farmworker today supplies the needs of 50 people. The first major contributions that energy made to farming were in the use of commercial fertilizer, an energyintensive product, and in factory-made farm machinery, which required energy to produce. Motorized farm machinery, which also required energy for its operation, first became practical for the farmer around 1910 when farm tractors became available. During the period of 1900 to 1971, the size of the average farm in the United States more than doubled while the farm population declined to one-third of its 1900 level. This change was made possible by the introduction of new technologies to the farming process, including the use of tractors, commercial fertilizers, motorized harvesters, and new scientific methods of farming. By 1975 there were approximately 5 million tractors in use in United States with a total capacity of 250 million
5. Which of the following does the author imply about pumped water? (A) It was a luxury some farms did not have. (B) It was introduced on farms after 1900. (C) It was of better quality than water taken directly from a stream. (D) It was unknown in the United States before the 1900s. 6. Between 1900 and today, the efficiency of the farmworker has increased (A) less than for times (B) approximately seven times (C) by 50 percent (D) by almost 100 percent 7. The word practical in the passage is closest in meaning to (A) capable (B) realistic (C) influential (D) visible 8. According to the passage, the increase in farm size is the
39
TOEFL R/C
result of which of the following? (A) The availability of new technology (B) The increased market for farm products (C) The change in the kinds of farm products generated (D) The increase in the number of people who lived on farms
40
TOEFL R/C
The objective of agriculture is to collect and store solar energy as food energy in plant and animal products, which are then distributed to serve as food for the human population. To collect solar energy in plants and animals and to help crops convert this solar energy into food energy and then to distribute the food products, farmers spend fossil-fuel energy and electric energy in tilling the soil, fertilizing, irrigating, harvesting, and processing. New kinds of energy have helped to make a revolution in farm life, farmwork, and farm output since 1900. Only a hundred years ago in the United States most people were rural people: farmers, planter, trappers, and pioneers. In the nineteenth century, most work was done on farms by muscle power, human or animal. The chief sources of energy for heating were wood and coal. Many farms were fortunate enough to have a windmill for pumping water. In 1900 one farmworker was able to supply the needs of about seven people. In contrast, a farmworker today supplies the needs of 50 people. The first major contributions that energy made to farming were in the use of commercial fertilizer, an energyintensive product, and in factory-made farm machinery, which required energy to produce. Motorized farm machinery, which also required energy for its operation, first became practical for the farmer around 1910 when farm tractors became available. During the period of 1900 to 1971, the size of the average farm in the United States more than doubled while the farm population declined to one-third of its 1900 level. This change was made possible by the introduction of new technologies to the farming process, including the use of tractors, commercial fertilizers, motorized harvesters, and new scientific methods of farming. By 1975 there were approximately 5 million tractors in use in United States with a total capacity of 250 million
9. According to the passage, commercial fertilizer is responsible for which of the following? (A) The increased cost farm maintenance (B) Increased crop yield (C) Lower energy consumption (D) The decreased need for tractors and harvesters
10. The word critical in the passage is closest in meaning to (A) accurate (B) historical (C) special (D) important
11. Which of the following conclusions is best supported by the passage? (A) Motorized farm equipment will become powered by solar energy sometime in the near future. (B) Farm output increased more from 1970 to the present than during the
41
TOEFL R/C
period from 1900 to 1970. (C) As new technologies become available, farms may become more efficient. (D) Because of the increased size of farms, there is a greater demand for farmworkers than there was in the past.
42
TOEFL R/C
< 8 > : The mineral discoveries
The mineral discoveries of the nineteenth century in the United States stimulated settlement, forced the early formation of laws and government, created a demand for transportation, and lured labor and capital westward. Waves of pioneers swept into California, Nevada, Idaho, Montana, and the Dakota Territory seeking gold and silver. The prospectors who flocked to Sutters Mill found gold nuggets or gold dust in the rivers and streams. Placer mining washing the dirt from the stream in a pan, leaving the heavy grains of gold in the bottom required little labor, capital, or skill. If there was a large quantity of gold in the dirt, a wooden box, or cradle, could be used to wash larger amounts of sand and dirt as it was rocked to and fro. Wooden cleats in the bottom of the box held the gold as the water and earth washed away. A group of prospectors might build a sluice, a series of long wooden boxes fitted with riffle bars across the bottom. They diverted water from the creeks through the sluice, and the flowing water carried away the dirt and sand dumped into the sluice by the miners. Nuggets and dust remained trapped in the riffle bars. Muscle and sweat produced wealth for a few and created a true cornucopia of publicity to lure thousands to the West. The days of gold placer mining proved short-lived, however. As prospectors moved into the interior, into the mountain range called the Sierra Nevada and the area known as the Great Basin, gold and silver were found, but the minerals were locked in quartz lodes, or deposits, buried deep in the earth. To reach this treasure, miners had to dig tunnels, install timber supports, and use pumps to remove water seeping into these subterranean labyrinths. Capital for mills to crush the quartz and for vessels of mercury to dissolve the gold came not from the prospectors but from investors in San Francisco,
1. It can be inferred that the mineral discoveries created a demand for transportation because (A) people and equipment needed to be moved west (B) the mountains could not be crossed without railways (C) large amounts of dirt and rock had to be dumped into a sluice (D) the precious minerals had to be mined quickly
2. The word Waves in the passage is closest in meaning to (A) groups (B) rivers (C) curves (D) signals
3. It can be inferred that Sutters Mill is (A) a mining corporation (B) the name of a prospector (C) a machine used in mines (D) a place where gold was found
43
TOEFL R/C
Philadelphia, and London. These investors formed the mining corporations that controlled the mills, tunnels, machinery, and transportation at the mines as well as the army of laborers. 4. The word rocked in the passage is closest in meaning to (A) built (B) moved (C) buried in sand (D) filled with stones
44
TOEFL R/C
5. According to the paragraph 2, wooden cleats and riffle bars are both used to (A) stabilize the cradle (B) increase the amount of water (C) separate the sand from the dirt (D) prevent gold from being washed away 6. What does the author mean by stating, Muscle and sweat produced wealth for a few? (A) Mining was hard work with uncertain rewards. (B) Prospectors usually worked together in small groups. (C) It was difficult to remove the gold from the sluice. (D) Most prospectors were not strong enough to continue placer mining. 7. What happened when prospectors looked for gold and silver in the Sierra Nevada and the Great Basin? (A) They did not find any gold or silver. (B) They had to use different
45
TOEFL R/C
Philadelphia, and London. These investors formed the mining corporations that controlled the mills, tunnels, machinery, and transportation at the mines as well as the army of laborers.
techniques to extract the minerals. (C) They decided to leave the gold and silver and mine the quartz instead. (D) They discovered that the minerals were under so much water that they could not be extracted.
46
TOEFL R/C
8. It can be inferred that the type of mining described in paragraph 3? (A) was too difficult to be profitable (B) was not appropriate for mountainous regions (C) was too expensive for a single individual to do alone (D) required less equipment than placer mining 9. The word Capital in the passage in closest in meaning to (A) labor (B) plans (C) money (D) space 10. Which of the following in NOT mentioned as a consequence of the mineral discoveries of the nineteenth century? (A) Increased migration (B) Expanded military activity (C) Additional publicity about the West (D) New patterns of settlement
47
TOEFL R/C
Philadelphia, and London. These investors formed the mining corporations that controlled the mills, tunnels, machinery, and transportation at the mines as well as the army of laborers.
11. Look at the 4 terms highlighted in the passage. Which of the terms is NOT defined in the passage? (A) Placer mining (B) Sluice (C) Lodes (D) labyrinths
48
TOEFL R/C
< 9 > : The insect known as
The insect known as a cherry leaf roller begins its life as a flat, legless leaf miner in a cherry tree. The tiny miner is destined to become a brightly colored moth. Feeding on sap that oozes from the plant cells it slices open with scissorslike jaws, the insect tunnels within the leaf for a week or so and then metamorphoses into a caterpillar possessed of legs and a spinneret that produces the silk used in making webs. Somewhere within the complex of neurons that instruct this caterpillars behavior, a program switches on, directing and monitoring a building instinct. The caterpillar chews its way out of the leaf and moves actively about on the surface, appearing to assess the leafs features that are appropriate to the task that lies ahead constructing a shelter by tying the leaf together with silk. In late spring and early summer, caterpillars are busily at work rolling, folding, and tying the leaves of trees and plants. In the northeastern United States, caterpillars that build shelters out of leaves are particularly abundant on cherry, maple, oak, and poplar trees. Although the caterpillars are often small, cryptically colored, and shortlived, the compact shelters they create are almost always conspicuous and endure long after the occupant has departed. Leaf shelters protect residents from predators, but they serve other purposes as well. On cool, sunny days, the shelters act as miniature greenhouses, trapping air that is moister and warmer than the outside atmosphere, and thereby creating a microclimate conducive to the rapid growth and development of the resident caterpillar. Some species construct shelters with vertical, open-ended leaf rolls that function as chimneys. These tubelike structures set up convection currents that draw fresh air through the shelters, preventing them from overheating on hot, sunny days. Leaf shelters also enable some caterpillars to feed on plants that would normally be poisonous to them. The leaves of Saint-Johns-wort, for example, contain
1. The youngest form of the cherry leaf roller is called a (A) moth (B) leaf miner (C) caterpillar (D) spinneret
2. What does the leaf miner eat? (A) Sap (B) Leaves (C) Flowers (D) Small insects
3. Why does the caterpillar come out of the leaf? (A) It needs to look for additional food. (B) It is ready to begin building a shelter. (C) The temperature inside the leaf is too high. (D) It wants to avoid eating poisonous substance in the leaf.
4. The word assess in the passage in closest in meaning to
49
TOEFL R/C
hypericin, a toxin that is activated by sunlight. Leaf rollers that feed on this plant can do so only because the walls of their shelters filter out the Suns catalytic rays.
(A) count (B) evaluate (C) consume (D) attack
50
TOEFL R/C
5. The passage mentions all of the following as trees in which caterpillars builds shelters EXCEPT (A) poplar (B) oak (C) silk (D) cherry
6. The word conspicuous in the passage is closest in meaning to (A) small (B) edible (C) colorful (D) noticeable
7. What does the passage suggest about the leaf shelters? (A) They are difficult to see. (B) They benefit the trees in which they are built. (C) The caterpillars consume them a the end of the summer. (D) They are not easily destroyed.
51
TOEFL R/C
hypericin, a toxin that is activated by sunlight. Leaf rollers that feed on this plant can do so only because the walls of their shelters filter out the Suns catalytic rays. 8. The passage suggests that the primary purpose of the leaf shelters is to (A) attract potential mates (B) store food for the winter (C) provide protection for the caterpillar (D) create a cool, damp atmosphere
52
TOEFL R/C
9. What is the function of the chimneys mentioned in the passage? (A) To provide ventilation (B) To draw in food (C) To act as a greenhouse (D) To keep out predators
10. The word them in the passage refers to (A) plants (B) caterpillars (C) shelters (D) days
11. The word toxin in the passage is closest in meaning to (A) pigment (B) reaction (C) poison (D) cell
53
TOEFL R/C
hypericin, a toxin that is activated by sunlight. Leaf rollers that feed on this plant can do so only because the walls of their shelters filter out the Suns catalytic rays.
54
TOEFL R/C
< 10 > : In essence,
In essence, the formation of a limestone cave is not particularly complicated, but it may take millions of years to first produce the basic cavity and then to decorate it with cavern formations. Caves can be said to have 3 growth phases : excavation, decoration, and dormancy. Beds, or strata, of limestone or marble (metamorphosed limestone) are commonly faulted, cracked, and fractured by movements of the Earths surface and certain parts of a strata may be much softer than others. It is along these planes of weakness that caverns develop. Water excavates or hollows out the caverns. Rain, snowmelt, and other groundwaters containing carbon dioxide seep or flow downward along cracks, joints, fault planes, and fissures. This water actually constitutes a weak form of carbonic acid and slowly dissolves the limestone. Gradually this dissolving action enlarges the cracks, joints, and crevices into passageways, rooms, or huge halls. These barren, dissolved areas are called solution channels. The rate of erosion for a cave is relative, depending on the amount of water involved, the length of time, the rate of flow, and the resistance of the particular limestone. Some caves have apparently been created by an underground stream or river flowing along the line of least resistance deep in the Earth. After solution channels have been excavated, rooms may fill up with very slow moving water. This water acts on the walls of the room, gradually expanding the chamber by dissolving the walls and causing the ceiling to collapse. The ceiling rubble is then attacked by the water, which in turn dissolves it and carries it away. This is somewhat of a oversimplification, but gigantic rooms, such as those in Carlsbad Caverns in the western Untied States, have been created by this process. Eventually the prime dissolving waters leave the
1. Which of the following is the main topic of the passage? (A) How limestone caves develop (B) Dating limestone caves (C) Dangers associated with limestone caves (D) Effects of climate on limestone caves
2. The phrase In essence in the passage is closest in meaning to (A) in the meantime (B) basically (C) significantly (D) over time
3. The word constitutes in the passage is closest in meaning to (A) finds out (B) consists of (C) causes (D) prevents
4. The word Gradually in the passage is closest in meaning
55
TOEFL R/C
caverns. This may be due to geological uplift of the region, causing the water to drain away, or perhaps the original source is diminished, terminated, or diverted. Then air fills the chambers most accessible caverns have an abundance of fresh air in them. Air and water are essential to the second phase of cavern development, decoration.
to (A) powerfully (B) as a result (C) little by little (D) predictably
56
TOEFL R/C
5. All of the following are mentioned as factors in the rate of erosion in a cave EXCEPT the (A) age of the limestone (B) strength of the limestone (C) amount of water present (D) speed at which groundwater
6. Look at the word it in the passage. Click on the word or phrase in the bold text that this word refers to.
7. Which of the following is true of the caves found at Carlsbad Caverns? (A) They are now filled with water. (B) They were only recently discovered. (C) They contain unusually large chambers. (D) They were formed more quickly than the average limestone.
57
TOEFL R/C
8. The word diminished in the passage is closest in meaning to (A) polluted (B) replaced (C) reduced (D) endangered
58
TOEFL R/C
9. Which of the following is primarily responsible for cave excavation? (A) Limestone (B) Water (C) Heat (D) Air
10. The passage probably continues with a discussion of (A) erosion in cave (B) the decoration phase of cave development (C) the geology of regions where caves are found (D) Carlsbad Caverns
11. The following sentence can be added to paragraph 4. Others may have been formed just below the water table where the ground is saturate with water. Where would it best fit in the passage? Click on the square [ ] to add the sentence to the
59
TOEFL R/C
passage.
60
TOEFL R/C
< 11 > : Credit for first conceiving
Credit for first conceiving of the earth as a spaceship usually goes to the inventor and philosopher Buckminister Fuller, a tireless and enthusiastic proponent of what is now called alternate technology, who began using the paradigm in speeches at least as early as 1964. I wish to point out vigorously to you that we are indeed aboard an 8000-mile-diameter spherical space vehicle, Fuller remarked to a Senate subcommittee in 1969. The spaceship image is powerful. It suggests at once vulnerability, interdependence, and closure. Spaceships are small and fragile in the depths of space, prey to meteorites and radiation and able to support life only so long as they remain intact. And they are also thoroughly and completely closed systems. There is no running down to the corner store for something that has been forgotten: all you have is what you have carried with you from the launching pad. Everything must be either used over or used up. Crew members of a spacecraft do not recycle because it is politically correct to do so; they recycle because if they do not they will die. All these qualities make the spaceship paradigm far better than other proposed paradigms for modeling a dynamic society on a finite planet. It is, nonetheless, not entirely satisfactory. The primary problem lies in its technological, human-constructed nature, which suggests that technology is the answer to environmental problems as well. Worse: it suggests that when things begin to go wrong, the proper course of action is to tinker with them. Both of these assumptions are correct for machines but dangerously misleading for the planet. Life is an evolved system, not a designed one, and it cannot be treated as though a quick look at the blueprints and a couple of nails can cobble it up and
1. What is the main idea of the passage? (A) Spaceships are small and self-contained. (B) The need to recycle is relevant to both Earth and spaceships. (C) The comparison of Earth to a spaceship is ultimately unsatisfactory. (D) The concept of alternate technology should be applied to spaceship design.
2. The phrase conceiving of is closest in meaning to (A) managing with (B) modifying (C) imagining (D) traveling on
3. Why does the author mention Buckminister Fuller? (A) He was a speech writer for prominent scientists. (B) He was among the first to discuss the spaceship paradigm. (C) He was a pioneer of
61
TOEFL R/C
make it run again.
innovative spaceship design. (D) He was a famous politician who advocated apace esploration.
62
TOEFL R/C
Credit for first conceiving of the earth as a spaceship usually goes to the inventor and philosopher Buckminister Fuller, a tireless and enthusiastic proponent of what is now called alternate technology, who began using the paradigm in speeches at least as early as 1964. I wish to point out vigorously to you that we are indeed aboard an 8000-mile-diameter spherical space vehicle, Fuller remarked to a Senate subcommittee in 1969. The spaceship image is powerful. It suggests at once vulnerability, interdependence, and closure. Spaceships are small and fragile in the depths of space, prey to meteorites and radiation and able to support life only so long as they remain intact. And they are also thoroughly and completely closed systems. There is no running down to the corner store for something that has been forgotten: all you have is what you have carried with you from the launching pad. Everything must be either used over or used up. Crew members of a spacecraft do not recycle because it is politically correct to do so; they recycle because if they do not they will die. All these qualities make the spaceship paradigm far better than other proposed paradigms for modeling a dynamic society on a finite planet. It is, nonetheless, not entirely satisfactory. The primary problem lies in its technological, human-constructed nature, which suggests that technology is the answer to environmental problems as well. Worse: it suggests that when things begin to go wrong, the proper course of action is to tinker with them. Both of these assumptions are correct for machines but dangerously misleading for the planet. Life is an evolved system, not a designed one, and it cannot be treated as though a quick look at the blueprints and a couple of nails can cobble it up and
4. What does the author mean by stating The spaceship image is powerful? (A) Earth and a spaceship have important similarities. (B) The engines in spaceships need to be enlarged. (C) Most people have a good idea of how spaceships operate. (D) It is difficult to imagine the complexities of travel in a spaceship. 5. The word support in the passage is closest in meaning to (A) sustain (B) identify (C) balance (D) interrupt
6. What does the author mean by stating And they are also thoroughly and completely closed systems? (A) There are frequent problems with equipment on some spaceships. (B) The crew of a spaceship changes frequently.
63
TOEFL R/C
make it run again.
(C) There is insufficient room for storage on spaceships. (D) Spaceships function as independent units. 7. Click on the sentence in paragraph 3 that points out a fundamental difference between Earth and a spaceship.
64
TOEFL R/C
Credit for first conceiving of the earth as a spaceship usually goes to the inventor and philosopher Buckminister Fuller, a tireless and enthusiastic proponent of what is now called alternate technology, who began using the paradigm in speeches at least as early as 1964. I wish to point out vigorously to you that we are indeed aboard an 8000-mile-diameter spherical space vehicle, Fuller remarked to a Senate subcommittee in 1969. The spaceship image is powerful. It suggests at once vulnerability, interdependence, and closure. Spaceships are small and fragile in the depths of space, prey to meteorites and radiation and able to support life only so long as they remain intact. And they are also thoroughly and completely closed systems. There is no running down to the corner store for something that has been forgotten: all you have is what you have carried with you from the launching pad. Everything must be either used over or used up. Crew members of a spacecraft do not recycle because it is politically correct to do so; they recycle because if they do not they will die. All these qualities make the spaceship paradigm far better than other proposed paradigms for modeling a dynamic society on a finite planet. It is, nonetheless, not entirely satisfactory. The primary problem lies in its technological, human-constructed nature, which suggests that technology is the answer to environmental problems as well. Worse: it suggests that when things begin to go wrong, the proper course of action is to tinker with them. Both of these assumptions are correct for machines but dangerously misleading for the planet. Life is an evolved system, not a designed one, and it cannot be treated as though a quick look at the blueprints and a couple of nails
8. According to paragraph 3, the author believes that the spaceship paradigm (A) does not take into account the alternate technology advocated by Buckminister Fuller (B) mistakenly assumes that technological solutions are equally relevant to all problems (C) cannot be understood without specialized training (D) establishes a useful framework for solving design problems 9. Look at the word correct in the passage. Click on the word in the bold text that has the opposite meaning.
10. The word one in the passage refers to (A) planet (B) life (C) system (D) look
65
TOEFL R/C
can cobble it up and make it run again.
11. The passage will probably continue with a discussion of (A) the conditions necessary for life on Earth (B) the problems of interpreting blueprints and plans (C) advances in spaceship technology (D) a better paradigm for modeling a dynamic society
66
TOEFL R/C
< 12 > : The demand for portrait painting
The demand for portrait painting gave steady employment to surprisingly many artists in colonial North America. The nature of the work gave them a crucial economic advantage over the engraver, composer, or writer. Prints, musical scores, novels, or plays could be imported cheaply; personal portraits could not. Because portrait painting served the purpose of commemoration in a society without other visual means of preserving the memory of its ancestors, and because ideals of interior design considered massively framed portraits to be essential home furnishings, painting in the eighteenth century was a flourishing profession. Only the preeminent painters, however, managed to establish themselves for long in one place. Once a painter completed all the available customers portraits, there was usually no further demand for the work. Most painters belonged to the large band of traveling artists, actors, and musicians who roamed the colonies. Usually they announced their arrival and period of stay in the local newspaper, telling where specimens of their work could be seena coffeehouse, private residence, or the printers office. Universally, painters advertised two selling points: cheap rates and a good likeness. Most offered to accept no payments if the person who sat for the portrait found the likeness unpleasing. The relative costliness of the work and the demand for it made painting in colonial America a competitive and prestigious profession, a possible source of economic independence and social advancement. Some painters obviously could not survive the considerable competition. Most became neither rich nor destitute, but earned a comfortable living between painting and engaging in related work. Some painters also ran shops selling brushes, glass, turpentine, varnish, canvas, and carved frames. Other painters offered lessons in drawing or music. Success depended not only on the painters skill but also on the kind of painting offered. Landscape painting, for instance, did not
1. Which of the following statements can be inferred about engravers, composers, and writers in the colonies? (A) Their work was of poor quality. (B) They could easily become rich. (C) Their work was in great demand even though it was expensive. (D) They competed with people abroad who provided similar services. 2. The word means in the passage in closest in meaning to (A) methods (B) elements (C) purposes (D) problems 3. The word flourishing in the passage in closest in meaning to (A) persistent (B) influential (C) accomplished (D) thriving
67
TOEFL R/C
serve the purposes for which most colonists bought paintings. For provincials anxious to mark their social level, declare their taste, display their recent material gains, and record their success for posterity, painting meant portrait painting. 4. The word they in the passage refers to (A) portraits (B) painters (C) colonies (D) specimens
68
TOEFL R/C
5. The passage supports which of the following statements about portrait painters? (A) Few portrait painters enjoyed giving lessons in drawing. (B) The profession of portrait painting offered little prestige. (C) Most portrait painters advertised low rates for their services. (D) Most portrait painters were able to establish themselves in one location. 6. The word Universally in the passage is closest in meaning to (A) on purpose (B) as a result (C) in exchange (D) without exception 7. A painter would cancel the fee for a portrait when the customers (A) were unhappy with the painting (B) were art students of
69
TOEFL R/C
serve the purposes for which most colonists bought paintings. For provincials anxious to mark their social level, declare their taste, display their recent material gains, and record their success for posterity, painting meant portrait painting.
the painters (C) sat for the portrait in the painters own shop (D) allowed the painter to display sample works in their homes
70
TOEFL R/C
8. The author mentions brushes, glass, turpentine, varnish, canvas, and carved frames in the passage as examples of items that (A) portrait painters gave to their customers as gifts. (B) had to be imported into the colonies (C) varied greatly in price from city to city (D) some painters sold to supplement their income 9. The word anxious in the passage is closest in meaning to (A) worthy (B) eager (C) fortunate (D) obvious 10. The author states that painting meant portrait painting to imply that (A) colonists purchased various types of paintings (B) most colonists
71
TOEFL R/C
engaged in some form of painting (C) portrait painting was the most highly regarded form of painting (D) the meaning of the word painting was confusing to many colonists
72
TOEFL R/C
11. All of the following are reasons why portrait painters prospered EXCEPT: (A) There was little competition among portrait painters. (B) Colonists felt that portraits were a symbol of high status in society. (C) Portraits were considered important decorations for colonial homes. (D) Portraits were the only way to preserve the likeness of a loved one.
73
TOEFL R/C
74
TOEFL R/C
< 13 > : Clocks were made
Clocks were made in the United States long before entrepreneurs began to produce them in large numbers in factories. From the early eighteenth century, skilled craftspeople, many of them immigrants from England, made tall clocks with long cases. Clockmakers used many tools, among them hand-powered wheelcutting engines to cut gear wheels from imported cast brass. Cabinetmakers applied their skill to clock cases. Clockmakers, working in small shops, produced small numbers of timepieces; their clocks were works of art. They were expensive, usually more than fifty dollars without a case. Like many products of craft shops, clocks were often the work of more than one set of hands. American clockmakers bought parts from one another, and imported parts and sometimes whole mechanisms from Europe to take advantage of the benefits of the division of labor. The cost and scarcity of brass encouraged the production of clocks with wood mechanisms. By 1800 wood clocks accounted for the majority of American clock production. Many of the same techniques used in making brass clocks were modified and used for producing wood clocks. Their gears were cut on hand engines; their parts turned on footpowered lathes. Their form, too, imitated brass clocks; most were long-case clocks. Clocks with wooden gears cost less than half the price of clocks with brass gears. Like their brass counterparts, these wooden clocks were made one at a time, by hand. Making clocks this way was a slow process. Daniel Burnap, one of the best-known makers, produced an average of only four clock mechanisms per year from 1787 to 1805. In the eighteenth century, timepieces were expensive and few in number. One historian has calculated that there were about 42,500 clocks in the United States in 1800, and about 64,000 watches. Approximately one American adult in fifty had a clock, one in thirty-two a watch. The vast majority of the population depended on other means of telling the time. City dwellers could rely on public time: tower clocks, church bells, and town criers. In the countryside, sundials and noon
1. What is the passage mainly about? (A) The contributions of clockmakers to the economic development of North America (B) The history of the clockmaking industry in the eighteenth and early nineteenth centuries (C) The artistic value of clocks made in North America (D) Factors that influenced the materials used in clockmaking 2. The word them in the passage refers to (A) tall clocks (B) clockmakers (C) tools (D) engines 3. In stating that clocks were often the work of more than one set of hands the author means that (A) a variety of tools were needed to make clocks
75
TOEFL R/C
marks were common.
(B) most clockmakers worked in factories (C) each clock was produced by several workers (D) many clockmakers developed unusual techniques
76
TOEFL R/C
Clocks were made in the United States long before entrepreneurs began to produce them in large numbers in factories. From the early eighteenth century, skilled craftspeople, many of them immigrants from England, made tall clocks with long cases. Clockmakers used many tools, among them hand-powered wheelcutting engines to cut gear wheels from imported cast brass. Cabinetmakers applied their skill to clock cases. Clockmakers, working in small shops, produced small numbers of timepieces; their clocks were works of art. They were expensive, usually more than fifty dollars without a case. Like many products of craft shops, clocks were often the work of more than one set of hands. American clockmakers bought parts from one another, and imported parts and sometimes whole mechanisms from Europe to take advantage of the benefits of the division of labor. The cost and scarcity of brass encouraged the production of clocks with wood mechanisms. By 1800 wood clocks accounted for the majority of American clock production. Many of the same techniques used in making brass clocks were modified and used for producing wood clocks. Their gears were cut on hand engines; their parts turned on foot-powered lathes. Their form, too, imitated brass clocks; most were long-case clocks. Clocks with wooden gears cost less than half the price of clocks with brass gears. Like their brass counterparts, these wooden clocks were made one at a time, by hand. Making clocks this way was a slow process. Daniel Burnap, one of the bestknown makers, produced an average of only four clock mechanisms per year from 1787 to 1805. In the eighteenth century, timepieces were expensive and few in number. One historian has calculated that there were about 42,500 clocks in the United States in 1800, and about 64,000 watches. Approximately one American adult in fifty had a clock, one in thirty-two a watch. The vast majority of the population depended on other means of telling the time. City dwellers could rely on public time: tower clocks, church bells, and town criers. In the countryside, sundials and noon
4. The word scarcity in the passage is closest in meaning to (A) complexity (B) attractiveness (C) familiarity (D) shortage 5. The word encouraged in the passage is closest in meaning to (A) improved (B) guaranteed (C) promoted (D) completed 6. Why were clocks with wood mechanisms produced in greater numbers than clocks with brass movements? (A) Wood mechanisms allowed for greater variety of design. (B) Wood mechanisms combined size with precision. (C) Wood mechanisms were less expensive to produce. (D) It was possible to make several wood mechanisms at one
77
TOEFL R/C
marks were common.
time. 7. According to the passage, wood and brass clocks were similar in their (A) appearance (B) value (C) durability (D) popularity
78
TOEFL R/C
Clocks were made in the United States long before entrepreneurs began to produce them in large numbers in factories. From the early eighteenth century, skilled craftspeople, many of them immigrants from England, made tall clocks with long cases. Clockmakers used many tools, among them hand-powered wheelcutting engines to cut gear wheels from imported cast brass. Cabinetmakers applied their skill to clock cases. Clockmakers, working in small shops, produced small numbers of timepieces; their clocks were works of art. They were expensive, usually more than fifty dollars without a case. Like many products of craft shops, clocks were often the work of more than one set of hands. American clockmakers bought parts from one another, and imported parts and sometimes whole mechanisms from Europe to take advantage of the benefits of the division of labor. The cost and scarcity of brass encouraged the production of clocks with wood mechanisms. By 1800 wood clocks accounted for the majority of American clock production. Many of the same techniques used in making brass clocks were modified and used for producing wood clocks. Their gears were cut on hand engines; their parts turned on footpowered lathes. Their form, too, imitated brass clocks; most were long-case clocks. Clocks with wooden gears cost less than half the price of clocks with brass gears. Like their brass counterparts, these wooden clocks were made one at a time, by hand. Making clocks this way was a slow process. Daniel Burnap, one of the best-known makers, produced an average of only four clock mechanisms per year from 1787 to 1805. In the eighteenth century, timepieces were expensive and few in number. One historian has calculated that there were about 42,500 clocks in the United States in 1800, and about 64,000 watches. Approximately one American adult in fifty had a clock, one in thirty-two a watch. The vast majority of the population depended on other means of telling the time. City dwellers could rely on public time: tower clocks, church bells, and town criers. In the countryside, sundials
8. Daniel Burnap is mentioned in the passage to (A) illustrate how rapidly the clock industry grew in North America (B) describe an original technique of clockmaking (C) describe the variety in quality of clocks made during the late eighteenth century (D) illustrate how long it took to make clocks at the time 9. The word vast in the passage is closest in meaning to (A) interested (B) accepted (C) great (D) simple 10. Why were tower clocks, church bells, and town criers needed? (A) People who lived in the country found them more reliable than wooden clocks.
79
TOEFL R/C
and noon marks were common.
(B) They made it possible for everyone in the city to know the time. (C) Most people used them to set the time on their watches. (D) They were used to introduce the work of clockmakers to the public.
80
TOEFL R/C
Clocks were made in the United States long before entrepreneurs began to produce them in large numbers in factories. From the early eighteenth century, skilled craftspeople, many of them immigrants from England, made tall clocks with long cases. Clockmakers used many tools, among them hand-powered wheelcutting engines to cut gear wheels from imported cast brass. Cabinetmakers applied their skill to clock cases. Clockmakers, working in small shops, produced small numbers of timepieces; their clocks were works of art. They were expensive, usually more than fifty dollars without a case. Like many products of craft shops, clocks were often the work of more than one set of hands. American clockmakers bought parts from one another, and imported parts and sometimes whole mechanisms from Europe to take advantage of the benefits of the division of labor. The cost and scarcity of brass encouraged the production of clocks with wood mechanisms. By 1800 wood clocks accounted for the majority of American clock production. Many of the same techniques used in making brass clocks were modified and used for producing wood clocks. Their gears were cut on hand engines; their parts turned on footpowered lathes. Their form, too, imitated brass clocks; most were long-case clocks. Clocks with wooden gears cost less than half the price of clocks with brass gears. Like their brass counterparts, these wooden clocks were made one at a time, by hand. Making clocks this way was a slow process. Daniel Burnap, one of the best-known makers, produced an average of only four clock mechanisms per year from 1787 to 1805. In the eighteenth century, timepieces were expensive and few in number. One historian has calculated that there were about 42,500 clocks in the United States in 1800, and about 64,000 watches. Approximately one American adult in fifty had a clock, one in thirty-two a watch. The vast majority of the population depended on other means of telling the time. City dwellers could rely on public time: tower clocks, church bells, and town criers. In the countryside, sundials and noon
11. What can be inferred from the passage about clock factories in North America? (A) They produced more expensive clocks than those made by hand. (B) They did not produce any tall clocks. (C) They used imported clock cases for the clocks they made. (D) They did not exist until after the early nineteenth century.
81
TOEFL R/C
marks were common.
82
TOEFL R/C
< 14 > : The city is
The city is a global phenomenon. It is also a regional and cultural variable. Even within the seemingly homogenous North American cultural realm, the city shows subtle but significant differencesnot only between older eastern and newer western United States cities but also between cities of Canada and those of the United States. Although the urban expression is similar in the two countries, it is not identical, and the truly North American city is more a myth than a reality. The Canadian city, for example, is more compact than its United States counterpart of equal population size, with a higher density of buildings and people and a lesser degree of suburbanization of populations and functions. Spacesaving, multiple-family housing units are more the rule in Canada, so a similar population is housed on a smaller land area with much higher densities, on average, within the central area of cities. The Canadian city is better served by and more dependent on mass transportation than is the United States city. This dependence gives form and structure to the Canadian central city, qualities now lost in the sprawling United States metropolis, whose residents view the central district as increasingly less central to their lives. Since Canadian metropolitan areas have only one-quarter the number of kilometer of superhighways per capita as United States metropolitan areasand at least as much resistance to constructing moresuburbanization of peoples and functions is less extensive north of the border than south. It is likely to remain that way. Besides these physical differences, Canadian-United States contrasts are also apparent in their cities social structures. While cities in both countries are ethnically diverseCanadian communities, in fact, have the higher proportion of immigrantsin the United States there are pronounced economic contrasts between central city and suburban residents. That is, there has been much less flight to the suburbs by middle-income Canadians. As a result,
1. What does the passage mainly discuss? (A) Features that characterize the typical North American city (B) The development of suburbs in North America (C) Major differences between United States and Canadian cities (D) Population migration toward newer cities 2. What does the author mean by referring to the truly North American city as more a myth than a reality? (A) Commonly studies histories of cities in North America distort reality. (B) Cities in Canada and the United States exhibit cultural similarities. (C) There is no city that can be considered representative of all North American cities. (D) Eastern and western cities display greater
83
TOEFL R/C
the Canadian city shows greater social stability, employment opportunities, and urban amenities than its United States counterpart. In particular, it does not have the rivalry from well-defined competitive outer cities of suburbia that so spread and fragment United States metropolitan complexes.
differences than the differences between Canadian and United States cities.
84
TOEFL R/C
3. According to paragraph 2, which of the following statements about the typical Canadian city is true? (A) Canadian cities are spread out over a large area. (B) Canadian cities vary little in size. (C) People and functions in Canadian cities are centrally concentrated. (D) Canadian cities have taller buildings than other countries. 4. The phrase the rule in the passage is closest in meaning to (A) spacious (B) practical (C) well-built (D) usual 5. It can be inferred from the passage that Canadian cities are marked by (A) narrow streets (B) open spaces (C) an absence of skyscrapers
85
TOEFL R/C
(D) a coherent central area 6. The word apparent in the passage is closest in meaning to (A) unique (B) obvious (C) decreasing (D) dependent
86
TOEFL R/C
7. The word pronounced in the passage is closest in meaning to (A) strong (B) recent (C) divisive (D) growing 8. It can be inferred from the passage that, when compared to their Canadian counterparts, middle-income people in the United States tend to (A) move away from city centers more frequently (B) represent a greater range of income (C) prefer living closer to urban amenities (D) dominate the older eastern cities 9. The word it in the passage refers to (A) flight to the suburbs (B) Canadian city (C) social stability (D) United States counterpart
87
TOEFL R/C
10. The word fragment in the passage is closest in meaning to (A) hold down (B) break up (C) characterize (D) distinguish
88
TOEFL R/C
11. Which of the following does the author mention as a similarity between Canadian and United States cities? (A) The size of the land area (B) The quality of mass transportation (C) The density of buildings in city centers (D) The resistance to constructing new roadways
89
TOEFL R/C
90
TOEFL R/C
< 15 > : Because many predators kill
Because many predators kill only when their prey is moving, an animal that pretends to be dead may succeed in causing a predator to lose interest and move along in search of more lively prey. Hognose snakes have a complex repertoire of antipredator mechanisms, of which feigning death is one option. These fairly large nonvenomous or slightly venomous snakes occur in sandy habitats in the eastern United States. When first disturbed, the hognose opts for bluffing the predatorit flattens and expands the front third of its body and head, forming a hood, causing it to look larger. It then curls into an exaggerated s-shaped coil and hisses, occasionally making false strikes at its tormentor. When further provoked, however, it drops the bluff and begins to twist its body violently. Then it rolls onto its back with its mouth open and tongue hanging out loosely. If the predator loses interest in the corpse and moves away, the snake slowly rights itself and crawls off. The complete repertoire of antipredator mechanisms occurs in young hognose snakes. Researchers have shown that newborn snakes are capable of making very subtle assessments of the degree of threat posed by a particular predator. Two experiments were conducted in which the recovery from death-feigning (i.e., crawling away) of newly hatched snakes under various conditions was monitored. In one experiment the recovery of snakes was monitored in the presence or absence of a stuffed screech owl mounted on a tripod one meter from the overturned snake. In another experiment the snake recovered (1) in the presence of a human staring at the snake from a distance of one meter, (2) in the presence of the same person in the same location but with eyes averted, and (3) in a control condition in which no human was visible. Both the presence of the owl and the direct human gaze resulted in longer recovery times relative to the respective control conditions. When the human eyes were averted, the recovery time was immediate. Thus, young snakes are capable of using rather subtle cues to make adjustments in their antipredator behavior.
1. From the first sentence in the passage, it can be inferred that many predators prefer (A) small prey (B) dead prey (C) complex prey (D) active prey 2. How is feigning death an antipredator mechanism? (A) It frightens a predator. (B) It allows the prey to prepare a surprise attack. (C) It causes a predator to lose interest. (D) It distracts a predator, allowing prey to escape unnoticed. 3. For which of the following reasons does a hognose snake expand the front third of its body and head? (A) To hide the back portion of its body (B) To protect its head from being attacked (C) To make its body appear larger than it actually is (D) To increase its strength
91
TOEFL R/C
in order to strike a predator
92
TOEFL R/C
4. The word It in the passage refers to (A) the hognose (B) the predator (C) head (D) a hood 5. All of the following are part of bluffing EXCEPT (A) rolling over (B) making false strikes (C) hissing (D) forming a hood 6. When does the hognose snake feign death? (A) Immediately upon seeing a predator (B) When attempts to bluff a predator fail (C) After it has injured a predator (D) When the predator begins to lose interest 7. The author mentions the snakes tongue hanging out loosely as an example of (A) how the snake provokes a predator (B) what happens when the
93
TOEFL R/C
snake flattens its head (C) the snakes recovery (D) how the snake pretends to be dead
94
TOEFL R/C
8. The word monitored in the passage is closest in meaning to (A) defined (B) published (C) controlled (D) observed 9. The experiments described in paragraph 2 measured how long it took for snakes to (A) notice a predator (B) stop feigning death (C) learn how to feign death (D) recover from the attack of a predator 10. The phrase capable of using in the passage is closest in meaning to (A) able to use (B) required to use (C) supposed to use (D) thought to use 11. Which of the following is a subtle assessment made by young snakes that is mentioned in the passage? (A) The difference between a stuffed owl and a real owl
95
TOEFL R/C
(B) How far a predator is located (C) Whether or not they are being observed (D) The difference between an owl and a human
96
TOEFL R/C
< 16 > : There are several problems
There are several problems in accurately determining what bald eagles eat. The best approach is to observe the eagles and identify the prey they capture, but this is often difficult. Most studies use an indirect method for determining dietary habits. The eagles diet can be reconstructed either by examining food remains at the nest and feeding perches or by analyzing regurgitated pellets, which contain the undigested portions of the food. Pellet analysis is, however, a poor research technique because fish remains are either totally absent from or underrepresented in pellets, since fish are more easily digested than other foods. The vast diversity of prey that eagles exploit is exemplified by the variety of prey remains found at their nests or under their feeding perches. Also, eagles will feed on prey of any size. Bald eagles are known to eat small rodents, but they also dine on beached whales. Their food habits can change daily or seasonally and from one location to the next, and their varied foraging tactics mean that their diet will also be diverse. When eagles steal prey from other predators, for example, they exploit a whole new range of food sources. Perhaps the only restriction the eagle faces is in the location in which it seeks prey. Eagles require large, open expanses of water or land for foraging and feeding. Bald eagles feed primarily on fish, birds, and mammals. Using information from 20 studies of nesting eagles in North America, an overall average diet can be calculated: 56 percent fish, 28 percent birds, 14 percent mammals, and 2 percent miscellaneous sources. In other words, nesting eagles eat twice as many birds as mammals, but twice as many fish as birds. When a choice is available, bald eagles invariably select fish over other prey. Preference tests, in which fish, bird, and mammal carrion were placed at feeding areas or provided to captive birds, showed that fish were chosen most often, followed by birds, then mammals. Although fish may be preferred, prior experience can greatly influence a birds
1. What aspect of bald eagles does the passage mainly discuss? (A) Diet (B) Nesting behavior (C) Habitat (D) Hunting skill 2. Why is a pellet analysis a poor research technique? (A) The pellets are difficult to locate. (B) The proportion of fish remains is too low. (C) Small rodents eat some of the pellets. (D) The partially digested remains are too damaged to analyze. 3. According to the passage, what is one effect of an eagle stealing prey from other predators? (A) It reduces the time required for hunting. (B) The eagle is able to hunt close to its nest. (C) Other predators are driven away. (D) The variety of food available to the eagle
97
TOEFL R/C
choice. An eagle that has been eating a particular item will likely continue foraging for it as long as it remains available.
is increased. 4. According to the passage, all of the following factors affect an eagles choice of food EXCEPT (A) the season of the year (B) the size of the prey (C) what it has been eating recently (D) its normal preferences
98
TOEFL R/C
5. Given a selection, which of the following would an eagle probably eat first? (A) Fish (B) Rodents (C) Insects (D) Birds 6. The word diversity in the passage is closest in meaning to (A) variety (B) volume (C) region (D) necessity 7. The word next in the passage refers to (A) habits (B) location (C) tactics (D) diet 8. The word expanses in the passage is closest in meaning to (A) areas (B) seasons (C) concentrations (D) studies
99
TOEFL R/C
9. The word prior in the passage is closest in meaning to (A) significant (B) noticeable (C) past (D) normal
100
TOEFL R/C
10. The word it in the passage refers to (A) fish (B) experience (C) eagle (D) item 11. According to the passage, the direct method of determining what bald eagles eat is to (A) conduct preference tests (B) monitor prey populations (C) observe eagles foraging in the wild (D) examine food remains at nests
101
TOEFL R/C
102
TOEFL R/C
< 17 > : Over many centuries
Over many centuries Native American builders developed ways to keep the cold, rain, wind, and heat at bay. Traditional techniques for warming or cooling were sometimes part of the hidden engineering of a dwelling and often had little effect on its outward appearance. Dwellings were generally heated from centrally located hearths, or separate family fires in large structures. The smaller and more subterranean the building, the easier it was to heat. Nevertheless, in chilly climates, dwellings often were built at ground level. Partitions of hanging mats broke up drafts in large structures, and split-plank, earthen, adobe, or snowblock windbreaks frequently were built against doorways. A wide range of insulating methods was devised. The earth surrounding houses below ground level retained heat and was an effective barrier against the chill of the wind. Southwestern dwellings, called pueblos, built above ground level, used the same heat-retention principle. Their thick adobe walls soaked up heat from the sun during the day, and at night radiated warmth into the rooms. Many groups employed double-shelled walls for insulation. In the northern Plains, tents made of animal skins had an inner liner that created an insulating air pocket. When temperatures dropped, this space could be filled with dry grass, and snow could be piled around the outside. In the Aleutian Islands, the native people built double walls of planks, stuffing moss or grass in between for insulation and stacking sod against the outside walls and roof. Relief from the heat was also important. Nearly everywhere, Native American encampments included arbors. For example, in the Southwest they were simple post-and-beam structures, shaded with leafy boughs, split cactus trunks, or cornstalks. In the southern Plains, the Kiowa and Wichita devised large bowed frames that they thatched with willow boughs to within a few feet of the ground. In scorching weather they frequently splashed the cover with water; evaporation lowered the
1. The passage focuses on which of the following aspects of Native American building? (A) Materials used for construction (B) Heating and cooling techniques (C) The effect of engineering techniques on the appearance of a building (D) Protection from groundwater, insects, and snakes 2. The phrase at bay in the passage is closest in meaning to (A) in balance (B) on purpose (C) under control (D) by coincidence 3. Which of the following is mentioned as an advantage of a dwelling built below ground level? (A) It stayed dry. (B) It looked attractive. (C) It could be heated
103
TOEFL R/C
shaded areas temperature by ten degrees or more. In the Southeast, where humidity as well as heat was a problem, houses needed as much airflow as possible. The Seminole of the Florida swamps achieved this by constructing thatch-roofed, open-sided buildings with deep eaves and raised floors so that air circulated above and below. The raised floor also protected the occupants from the fluctuating groundwater, from insects, and from snakes.
easily. (D) It was inexpensive to build. 4. The phrase soaked up in the passage is closest in meaning to (A) equaled (B) absorbed (C) renewed (D) resembled
104
TOEFL R/C
5. It can be inferred that which of the following was done to tents in the northern Plains during warm weather? (A) The grass was removed from the space between the animal skins and the liner. (B) The animal skins were replaced with new ones. (C) The earthen floors were renewed. (D) The airflow through the roof was reduced. 6. The purpose of an arbor was to (A) provide shade (B) grow food (C) resist wind (D) support beams 7. The word split in the passage is closest in meaning to (A) divided (B) beneficial (C) plentiful (D) wet
105
TOEFL R/C
shaded areas temperature by ten degrees or more. In the Southeast, where humidity as well as heat was a problem, houses needed as much airflow as possible. The Seminole of the Florida swamps achieved this by constructing thatch-roofed, open-sided buildings with deep eaves and raised floors so that air circulated above and below. The raised floor also protected the occupants from the fluctuating groundwater, from insects, and from snakes. 8. The word scorching in the passage is closest in meaning to (A) typical (B) variable (C) relatively humid (D) exceedingly hot
106
TOEFL R/C
9. Which of the following is mentioned as a building technique used by groups that lived in humid areas? (A) Subterranean construction (B) Earthen floors (C) Thick walls (D) Deep eaves 10. In which of the following areas did Native Americans fill double walls with insulating material? (A) The Southwest (B) The Aleutian Islands (C) The southern Plains (D) Florida 11. The author organizes the discussion of Native American building techniques in terms of (A) the order of their development from ancient to modern times (B) a comparison of their effectiveness in large and small buildings (C) a comparison of
107
TOEFL R/C
shaded areas temperature by ten degrees or more. In the Southeast, where humidity as well as heat was a problem, houses needed as much airflow as possible. The Seminole of the Florida swamps achieved this by constructing thatch-roofed, open-sided buildings with deep eaves and raised floors so that air circulated above and below. The raised floor also protected the occupants from the fluctuating groundwater, from insects, and from snakes.
traditional and modern techniques (D) the differences caused by regional climate conditions
108
TOEFL R/C
< 18 > : The 1920s saw
The 1920s saw major developments in popular music in the United States. Some of the most important were technological: the establishment of commercial radio stations and the development of the public-address system, the sound track for film, and the electrical recording process used for producing phonograph records. All used the microphone and the sound amplifier, with significant impact on the nature of orchestration and popular vocal style, and consequently on the ideas of performers, arrangers, and even songwriters. All tended to broaden the audience for popular musicin a sense to nationalize itbut at the same time they tended to make it a more passive one, an audience of listeners rather than participants. This process tended to heighten the importance of professionalism and sophistication among both performers and arrangers; it also tended to increase commercialism in the transmission (the distribution) of popular music to its audience. Thus, the era of the American popular music industry was bornan inevitable result of the electronic ages mass media (though the term was not yet coined). New York City was the center of the popular music industry during the 1920s: it had Broadway and Schubert Alley, center of the American popular musical theater, and it had Tin Pan Alley, center of the songwriting business and the still-powerful sheet music publishers. The recording studios and radio networks were also based in New York. In addition, recordings and radio opened up new possibilities for a striking new development. They made available kinds of popular music heard previously only in limited geographical areas or by specific ethnic and social groupsespecially the blues, gospel songs, and jazz of African Americans and the traditional music of the southern Appalachian Mountains and other rural areas of the southern and western United States. The latter music was not to affect the mainstream of American popular music until much later, but the former influenced American popular music of the 1920s in many ways. In fact, novelist F. Scott Fitzgerald could even call the era The Jazz Agewhich reflected the inroads of African American musical influence on the nation at large.
1. What aspect of music in the 1920s in the United States does the passage mainly discuss? (A) The growth of musical theater (B) The effect of technology on the popular music industry (C) Technological advances in sound recording for film (D) The influence of professional songwriters on popular music 2. The word establishment in the passage is closest in meaning to (A) necessity (B) formation (C) connection (D) enrichment 3. Which of the following is NOT mentioned as a technological development of the 1920s? (A) The public-address system (B) Film sound tracks
109
TOEFL R/C
(C) Magnetic recording tape (D) The electrical recording process
110
TOEFL R/C
< 18 > : The 1920s saw
4. According to the passage, what was the importance of the microphone and the sound amplifier mentioned in paragraph 1? (A) They caused major changes in the creation and performance of popular music. (B) They helped the performance of people who were not professionals. (C) They were used to preserve a historical record of older styles of music and performance. (D) They helped performers meet audience demand for louder music. 5. The word consequently in the passage is closest in meaning to (A) otherwise (B) in fact (C) therefore (D) although 6. The word it in the passage refers to the
111
TOEFL R/C
(A) audience (B) process (C) importance (D) commercialism
112
TOEFL R/C
< 18 > : The 1920s saw
7. The word heighten in the passage is closest in meaning to (A) consider (B) announce (C) increase (D) adjust 8. Why does the passage mention New York City in paragraph 2? (A) It was a major center for the invention of new technology. (B) It had a significant concentration of performing, composing, and music business activity. (C) It had the broadest range of audiences of any city in the United States. (D) It was the source of a popular regional style of music.
113
TOEFL R/C
114
TOEFL R/C
< 18 > : The 1920s saw
9. What is the new development that the author discusses in paragraph 3? (A) A blending of traditional musical styles occurred. (B) Popular music performers began to avoid using elements of traditional music. (C) The center of the recording industry moved south. (D) Music styles formerly known only to a few people became known to many people. 10. The word previously in the passage is closest in meaning to (A) before (B) there (C) inexpensively (D) significantly 11. The word era in the passage is closest in meaning to (A) period (B) nation (C) movement
115
TOEFL R/C
(D) book
116
TOEFL R/C
< 19 > : The radical change
The radical change in the lands surface that results when rural areas are transformed into cities is a significant cause of the rise in temperature in cities that is known as the urban heat island. First, the tall buildings and the concrete and asphalt of the city absorb and store greater quantities of solar radiation than do the vegetation and soil typical of rural areas. In addition, because the concrete and asphalt are impermeable, the runoff of water following a rain is rapid, resulting in a severe reduction in the evaporation rate. So heat that once would have been used to convert liquid water into a gas goes instead to increase the surface temperature further. At night, although both city and countryside cool through radiation losses, the stonelike surface of the city gradually releases the additional heat accumulated during the day, keeping the urban air warmer than that of the outlying areas. Part of the urban temperature rise must also be attributed to waste heat from such sources as home heating and air conditioning, power generation, industry, and transportation. Many studies have shown that the magnitude of humanmade energy in metropolitan areas is equal to a significant percentage of the energy received from the Sun at the surface. Investigations in Sheffield, England, and Berlin showed that the annual heat production in these cities was equal to approximately one-third of that received from solar radiation. Another study of the densely built-up Manhattan section of New York City revealed that during the winter the quantity of heat produced from combustion alone was two and one-half times greater than the amount of solar energy reaching the ground. In summer the figure dropped to onesixth. It is interesting to note that during the summer there is a mutual reinforcement between the higher nighttime temperatures of the city and the human-made heat that helped create them. That is, the higher temperatures result in the increased use of air conditioners, which, in turn, use energy and further increase the amount of urban heat. During the winter the nighttime warmth of urban areas, produced in large part by heavy energy consumption, is
1. What does the passage mainly discuss? (A) The loss of farmland to urban development (B) The causes of increased heat in cities (C) Waste heat generated by home heating and air conditioning (D) How seasonal change affects the temperature of cities 2. All of the following contribute to the urban heat island effect EXCEPT (A) absorption of heat from the Sun (B) storage of heat from the Sun (C) an increased rate of evaporation after a rainfall (D) the release of heat at night from city surfaces 3. The word severe in the passage is closest in meaning to (A) necessary (B) natural
117
TOEFL R/C
beneficial because less energy is needed to heat buildings.
(C) simple (D) large 4. The word convert in the passage is closest in meaning to (A) reverse (B) transform (C) reduce (D) compare
118
TOEFL R/C
5. The word that in the passage refers to (A) city (B) heat (C) day (D) air 6. In which of the following locations would the rate of evaporation probably be highest? (A) A rural area (B) A small town (C) A medium-sized city (D) A big city
7. The word magnitude in the passage is closest in meaning to (A) calculation (B) comprehension (C) extent (D) formation 8. The author mentions Manhattan in order to demonstrate that (A) heat in urban areas can be reduced (B) the conclusions of the
119
TOEFL R/C
investigation in Sheffield were wrong (C) its heat production is smaller than that of Berlin (D) human-made heat can exceed the solar energy that reaches the ground in winter
120
TOEFL R/C
9. According to the passage, an important consequence of the use of air conditioners at night is (A) greater energy costs (B) higher levels of urban heat (C) serious problems with the energy supply (D) less need for air conditioning in the morning 10. The word beneficial in the passage is closest in meaning to (A) predictable (B) powerful (C) hazardous (D) advantageous 11. Which of the following is true about cities at night in the winter? (A) Solar energy has an increased impact on the urban heat island. (B) They tend to be colder than rural areas. (C) Less energy is required to heat buildings.
121
TOEFL R/C
(D) Human-made energy creates a larger area of total heat than solar energy.
122
TOEFL R/C
< 20 > : The Northwest Coast,
The Northwest Coast, a complex pattern of islands, coastal plains, foothills, and mountain ranges, extends from California north to Alaska, encompassing all the territory west of the Cascade and Coast Ranges. Its climate is one of even, moderate temperatures (except in the mountains) and relatively heavy rainfall. This combination of mild temperatures and abundant rainfall produces a lush, dense forest vegetation of conifers, deciduous trees, mosses, and ferns. To its Native American inhabitants of the 1400s, the long, slender coastal region presented both a favorable and a forbidding environment. The sea and the rivers held many resources, but to exploit them required the development of superb craft to navigate waters that were often stormy and rough. The forests were rich with game and many edible plant foods, but the vegetation of much of the area was so dense that land travel was extremely difficult, and large parts of the heavily forested foothills and rugged mountains were unsuitable for human settlements. Villages instead were located along the rivers, on the shores of bays and low-lying offshore islands, and occasionally even at sheltered locations fronting on the open ocean. It is estimated that the Northwest Coast of the 1400s had a population of about 130,000 and thus was one of the most heavily populated areas of North America north of Mexico. The people had no agriculture but, over thousands of years, had developed techniques and equipment to exploit their environment, basing their economy on fishing in streams and coastal waters that teemed with salmon, halibut, and other varieties of fish; gathering abalone, mussels, clams, and other shellfish from the rocky coastline; hunting land and sea mammals; and collecting wild plant foods. By the end of the century, they reached a high cultural level usually found only among agricultural people, enjoying a stability that allowed
1. Which of the following is the main point the author makes about Native Americans of the Northwest Coast? (A) They raised crops unique to North America. (B) They made good use of the environment to build a successful society. (C) Their technology helped them survive in the areas harsh climate. (D) Their culture was heavily influenced by the culture of Mexico. 2. The climate of the Northwest Coast region is generally (A) warm and dry (B) extremely cold (C) neither very hot nor very cold (D) constantly changing 3. The word game in the passage is closest in meaning to (A) sport (B) tricks (C) wood (D) animals
123
TOEFL R/C
the development of a complex social and ceremonial life, an elaborate technology, and one of the worlds great art styles.
124
TOEFL R/C
4. According to the passage, what probably discouraged people from trying to go from one part of the Northwest Coast region to another? (A) Large areas thick with bushes and trees (B) Vast fields of broken ice (C) Inability to understand other languages (D) Disagreements over hunting areas 5. According to the passage, the Native Americans of the Northwest Coast region generally did not live (A) in villages (B) on offshore islands (C) close to rivers (D) in the mountains 6. The phrase teemed with in the passage is closest in meaning to (A) varied according to (B) competed for (C) were combined with (D) were full of
125
TOEFL R/C
126
TOEFL R/C
7. The author implies that the Native Americans of the Northwest Coast differed from most other highly developed societies of the time because (A) they did not depend on agriculture (B) they lacked good means of transportation (C) their society arose in an arctic climate (D) their society was based on ownership of domestic animals. 8. The word they in the passage refers to (A) land and sea mammals (B) wild plant foods (C) the people of the Northwest coast (D) agricultural people 9. All of the following are mentioned in the passage as being important to the people of the Northwest Coast EXCEPT (A) boatbuilding skills (B) forest plants for food (C) wood for building durable
127
TOEFL R/C
homes (D) plentiful supplies of seafood
128
TOEFL R/C
10. It is clear that the author has a high opinion of the regions traditional (A) gardens (B) art (C) architecture (D) music 11. The author mentions the areas population in order to demonstrate that (A) the environment could support many people (B) trade with Mexico was of great importance (C) environmental problems were likely to arise (D) many people had migrated from Mexico to the area
129
TOEFL R/C
130
TOEFL R/C
< 21 > : Birds have
Birds have an extremely sophisticated visual communication system. The movement of a flock of dunlins is a marvel of coordinated precision flying. The birds take off, turn, and land, apparently without a leader or any sort of command, yet collisions are extremely rare. The secret is that each bird watches the other birds in the flock, anticipating their actions from their slightest movements, so that a maneuver spreads through the whole flock in a smooth wave in only a fraction of a second. When the flock changes direction in flight, the birds watch those ahead of them and time their reactions to create a wave of movement that occurs too rapidly for the human eye to catch what is happening. But it is possible to see what occurs when a small flock of starlings takes to the air. As each bird prepares to take off, it crouches slightly, then leaps into the air and flies away. The crouching action that precedes take off is known as an intention movement, and by watching these intention movements of flight all the members of the flock are brought into a state of readiness. Wood pigeons use similar intention movements but in a different way. Provided that each pigeon makes the intention movements before taking off, the others ignore the behavior. But if one spots danger and does an emergency take off, the others interpret the absence of intention movements as an alarm signal, and the whole flock rises into the air. Another bird signal is the attitude of alertness that conveys a warning among flocks of geese. Geese are quick to notice a member of their flock standing with its neck stretched after spotting possible danger. In all of these examples, the birds are reacting to the behavior of others, but this behavior is not primarily a signal. Other forms of communication have evolved through such patterns of behavior being modified into deliberate signals. These signals are called displays, and they are common to all members of a species, forming a kind of sign language that conveys the mood of the bird. Most commonly, displays are used to advertise a territory, repel a rival, and attract a mate.
1. What does the passage mainly discuss? (A) The way birds learn how to fly (B) Migratory patterns of various kinds of birds (C) Territorial conflict among birds (D) The use of visual signals in bird communication 2. The word apparently in the passage is closest in meaning to (A) ordinarily (B) creatively (C) surprisingly (D) seemingly 3. Why is it difficult for people to observe bird signals that indicate a change in flight direction? (A) The signals are made simultaneously by many different birds in a flock. (B) The signals happen too quickly to be perceptible. (C) The signals are rarely used. (D) The signals are easily
131
TOEFL R/C
confused with display signals.
132
TOEFL R/C
< 21 > : Birds have
4. How would wood pigeons most likely react if a member of the flock failed to make intention movements before flight? (A) By signaling the other members to remain on the ground (B) By flying away immediately (C) By making a display movement (D) By ignoring the behavior 5. The word one in the passage refers to (A) pigeon (B) behavior (C) danger (D) take off 6. The word conveys in the passage is closest in meaning to (A) needs (B) benefits (C) uses (D) communicate 7. The author mentions that geese stretch their necks (A) in preparation for flight (B) in reaction to danger
133
TOEFL R/C
(C) to attract a mate (D) to indicate a change in flight direction
134
TOEFL R/C
< 21 > : Birds have
8. The word evolved in the passage is closest in meaning to (A) developed (B) rotated (C) escaped (D) begun 9. It can be inferred from the paragraph 3 that members of two different flocks of geese would (A) avoid communicating with one another (B) have few territorial disputes (C) understand the displays of one another (D) avoid mating with one another 10. The word repel in the passage is closest in meaning to (A) confuse (B) contribute to (C) ward off (D) gather 11. Look at the four sentences in bold text in the passage. Click on the sentence in which the
135
TOEFL R/C
author provides an explanation for how flocks of birds perform flight maneuvers.
136
TOEFL R/C
< 22 > : Much of our knowledge
Much of our knowledge of the earliest hunters and gatherers is found by excavating abandoned living sites. These groups of people favored lakeside camps or convenient rock overhangs for protection from predators and the weather, for availability of abundant water, and for access to herds of game and vegetable foods. Olduvai Gorge in Tanzania is renowned for its prehistoric sites, which include small lakeside locations used by early humans for a few days or weeks before they moved on in their constant search for game, vegetable foods, and fish. Fortunately for archaeologists, the early hunters and gatherers abandoned food bones and tools where they dropped them. In Olduvai, the gently rising waters of a prehistoric lake slowly covered the bone caches and reserved them for posterity, with the tools lying where they had fallen. Other ancient people lived by the banks of large rivers. Their tools are found in profusion in the gravel of riverbeds that were subsequently jumbled and resorted by floodwater, leaving a confused mass of artifacts, rather than undisturbed floors of former dwellings for archaeologists to uncover. Caves that were occupied more than half a million years ago were reoccupied again and again as people returned to the locations they preferred. Many natural caves and rock shelters contain deep deposits of artifacts, called occupational layers, that can be removed by meticulous excavation with a dental pick, trowel, and brush. The sequence of occupation layers can be uncovered almost undisturbed from the day of abandonment. In contrast to the archaeological evidence left by hunters and gatherers, sites left by farmers were generally larger because farmers were tied to their herds and gardens and moved less often. Higher population densities and more lasting settlements left more conspicuous archaeological sites from later millennia of human history. In many areas,
1. With which of the following is the passage mainly concerned? (A) Methods used by archaeologists to excavate occupation layers. (B) Why the study of ancient towns is more complex than the study of caves. (C) How the way of life of ancient farmers differed form that of hunters and gatherers (D) The information provided about prehistoric people by the examination of abandoned living sites. 2. The earliest hunters and gatherers looked for living sites that had all of the following characteristics EXCEPT (A) plentiful food (B) land suitable for growing crops (C) a protected living space (D) access to water 3. Look at the word sites in the passage. Click on the word in the bold text that is similar in
137
TOEFL R/C
farming sites were occupied time after time over several thousand years, forming deep mounds of refuse, house foundations, and other debris from human habitation. These sites, known as tells, require large excavations and extensive earthmoving if anything is to be understood about how towns and settlements were laid out.
meaning. 4. Look at the word they in the passage. Click on the word in the bold text that this word refers to
138
TOEFL R/C
Much of our knowledge of the earliest hunters and gatherers is found by excavating abandoned living sites. These groups of people favored lakeside camps or convenient rock overhangs for protection from predators and the weather, for availability of abundant water, and for access to herds of game and vegetable foods. Olduvai Gorge in Tanzania is renowned for its prehistoric sites, which include small lakeside locations used by early humans for a few days or weeks before they moved on in their constant search for game, vegetable foods, and fish. Fortunately for archaeologists, the early hunters and gatherers abandoned food bones and tools where they dropped them. In Olduvai, the gently rising waters of a prehistoric lake slowly covered the bone caches and reserved them for posterity, with the tools lying where they had fallen. Other ancient people lived by the banks of large rivers. Their tools are found in profusion in the gravel of riverbeds that were subsequently jumbled and resorted by floodwater, leaving a confused mass of artifacts, rather than undisturbed floors of former dwellings for archaeologists to uncover. Caves that were occupied more than half a million years ago were reoccupied again and again as people returned to the locations they preferred. Many natural caves and rock shelters contain deep deposits of artifacts, called occupational layers, that can be removed by meticulous excavation with a dental pick, trowel, and brush. The sequence of occupation layers can be uncovered almost undisturbed from the day of abandonment. In contrast to the archaeological evidence left by hunters and gatherers, sites left by farmers were generally larger because farmers were tied to their herds and gardens and moved less often. Higher population densities and more lasting settlements left more conspicuous archaeological sites from later millennia of human history. In many areas, farming sites were occupied time after time over several
5. The word constant in the passage is closest in meaning to (A) continued (B) careful (C) successful (D) difficult 6. It can be inferred from the passage that Olduvai gorge in Tanzania differs from other prehistoric sites because it has (A) undisturbed deposits of artifacts (B) an abundance of predators (C) no evidence of human habitation (D) access to lake water 7. It is significant that food bones and tools in Olduvai were abandoned where they were dropped because they (A) provide accurate information about the people who used them (B) have been preserved and sold to collectors of artifacts (C) are buried under huge quantities of earth (D) have been changed
139
TOEFL R/C
thousand years, forming deep mounds of refuse, house foundations, and other debris from human habitation. These sites, known as tells, require large excavations and extensive earthmoving if anything is to be understood about how towns and settlements were laid out.
dramatically by the forces of nature 8. Look at the word jumbled in the passage. Click on the word in the bold text that is similar in meaning.
140
TOEFL R/C
Much of our knowledge of the earliest hunters and gatherers is found by excavating abandoned living sites. These groups of people favored lakeside camps or convenient rock overhangs for protection from predators and the weather, for availability of abundant water, and for access to herds of game and vegetable foods. Olduvai Gorge in Tanzania is renowned for its prehistoric sites, which include small lakeside locations used by early humans for a few days or weeks before they moved on in their constant search for game, vegetable foods, and fish. Fortunately for archaeologists, the early hunters and gatherers abandoned food bones and tools where they dropped them. In Olduvai, the gently rising waters of a prehistoric lake slowly covered the bone caches and reserved them for posterity, with the tools lying where they had fallen. Other ancient people lived by the banks of large rivers. Their tools are found in profusion in the gravel of riverbeds that were subsequently jumbled and resorted by floodwater, leaving a confused mass of artifacts, rather than undisturbed floors of former dwellings for archaeologists to uncover. Caves that were occupied more than half a million years ago were reoccupied again and again as people returned to the locations they preferred. Many natural caves and rock shelters contain deep deposits of artifacts, called occupational layers, that can be removed by meticulous excavation with a dental pick, trowel, and brush. The sequence of occupation layers can be uncovered almost undisturbed from the day of abandonment. In contrast to the archaeological evidence left by hunters and gatherers, sites left by farmers were generally larger because farmers were tied to their herds and gardens and moved less often. Higher population densities and more lasting settlements left more conspicuous archaeological sites from later millennia of human history. In many areas, farming sites were occupied time after time over several
9. The word sequence in the passage is closest in meaning to (A) variation (B) succession (C) technique (D) situation 10. The passage supports all of the following statements about archaeological sites in caves EXCEPT (A) The layers of deposits were left by groups of people from different historical periods. (B) Floor deposits in caves can provide accurate information about the former occupants. (C) Caves yield few artifacts because few people lived in them. (D) Excavations of caves must be done with great care. 11. Look at the four terms highlighted in the passage. Which of the following terms is defined in the passage? (A) Caches
141
TOEFL R/C
thousand years, forming deep mounds of refuse, house foundations, and other debris from human habitation. These sites, known as tells, require large excavations and extensive earthmoving if anything is to be understood about how towns and settlements were laid out.
(B) Trowel (C) Millennia (D) Tells
142
TOEFL R/C
< 23 > : The age at which a female cetacean,
The age at which a female cetacean, an order of marine mammals such as whales, becomes capable of bearing young varies greatly. It appears that female humpback whales attain sexual maturity when they are between four and five years old, while a female gray whale is older, probably between eight and twelve years. The majority of female baleen whales mate between their fourth and tenth years. Many of the odontocetes (toothed whales), on the other hand, take longer to attain sexual maturity. A sperm female will mate between the ages of seven and twelve, female killer whales between eight and ten, false killers may wait as long as fourteen years, and bottlenose dolphin females are around twelve years of age when they give birth for the first time. Gestation periods range from around ten to thirteen months in the baleen whales. Many odontocetes also have gestation periods of around one year, but some, such as the sperm, pilot, and killer whales, have unusually long pregnancies, lasting up to sixteen months or more. In the wild, the nuances of cetacean pregnancy and birth are rarely seen by human observers. Perhaps because of a tendency to give birth under the cover of darkness, the actual birth is still shrouded in mystery. Researchers may watch in fascination as a females pregnancy progresses and then one day a substantially slimmed-down mother simply reappears with a newborn calf in tow. Surprisingly, the best observations of birth in the wild are of large cetaceans such as sperm and gray whales. Witness the arrival of a particular infant gray into world: for more than a minute, the solitary female gray whale is vertical in the water, her head down, flukes held stiffly six feet above the surface. She lowers her flukes, then raises them again to a height of three feet, then rotates. As she lowers her flukes again to a horizontal position, the calfs snout protrudes from her belly. Two other females with young calves pass within one hundred fifty feet of her but venture no closer. The calf submerges as its
1. Which of the following aspects of whales does the passage mainly discuss? (A) Hunting and feeding habits (B) Tracking migration patterns (C) Pregnancy and birth (D) Methods of observing whale behavior 2. The word attain in the passage is closest in meaning to (A) declare (B) reach (C) combine (D) observe 3. In paragraphs 1 and 2, the author organizes the discussion of female whales by their (A) size and weight (B) age of sexual maturity (C) coloration (D) swimming ability
4. Look at the word Gestation periods in the
143
TOEFL R/C
mother returns to her vertical position but reappears as the mother rests belly-up, just under the surface. Now halfway out, the newborn wobbles as the mother again sinks beneath the surface. Within thirty seconds the calf pops up to the surface, separate from its mother for the first time. Thirty seconds after the calfs arrival, and then minutes after her labors are first detected, the gray whale surfaces and takes a breath.
passage. Click on the word in the bold text that is similar in meaning.
144
TOEFL R/C
The age at which a female cetacean, an order of marine mammals such as whales, becomes capable of bearing young varies greatly. It appears that female humpback whales attain sexual maturity when they are between four and five years old, while a female gray whale is older, probably between eight and twelve years. The majority of female baleen whales mate between their fourth and tenth years. Many of the odontocetes (toothed whales), on the other hand, take longer to attain sexual maturity. A sperm female will mate between the ages of seven and twelve, female killer whales between eight and ten, false killers may wait as long as fourteen years, and bottlenose dolphin females are around twelve years of age when they give birth for the first time. Gestation periods range from around ten to thirteen months in the baleen whales. Many odontocetes also have gestation periods of around one year, but some, such as the sperm, pilot, and killer whales, have unusually long pregnancies, lasting up to sixteen months or more. In the wild, the nuances of cetacean pregnancy and birth are rarely seen by human observers. Perhaps because of a tendency to give birth under the cover of darkness, the actual birth is still shrouded in mystery. Researchers may watch in fascination as a females pregnancy progresses and then one day a substantially slimmed-down mother simply reappears with a newborn calf in tow. Surprisingly, the best observations of birth in the wild are of large cetaceans such as sperm and gray whales. Witness the arrival of a particular infant gray into world: for more than a minute, the solitary female gray whale is vertical in the water, her head down, flukes held stiffly six feet above the surface. She lowers her flukes, then raises them again to a height of three feet, then rotates. As she lowers her flukes again to a horizontal position, the calfs snout protrudes from her belly. Two other females with young calves pass within one hundred fifty feet of her but venture no closer. The calf
5. According to the passage, which of the following whales typically has the shortest gestation period? (A) Sperm (B) Baleen (C) Pilot (D) Killer 6. The word some in the passage refers to (A) odontocetes (B) gestation periods (C) pregnancies (D) months 7. Paragraph 5 is mainly a description of the (A) birth of a gray whale (B) swimming ability of a newborn gray whale (C) anatomy of female gray whales (D) natural habitat of gray whales 8. According to the passage, a gray whale holds which of the following parts of its body several feet above the surface of the water while
145
TOEFL R/C
submerges as its mother returns to her vertical position but reappears as the mother rests belly-up, just under the surface. Now halfway out, the newborn wobbles as the mother again sinks beneath the surface. Within thirty seconds the calf pops up to the surface, separate from its mother for the first time. Thirty seconds after the calfs arrival, and then minutes after her labors are first detected, the gray whale surfaces and takes a breath.
giving birth? (A) Back (B) Head (C) Belly (D) Flukes
146
TOEFL R/C
The age at which a female cetacean, an order of marine mammals such as whales, becomes capable of bearing young varies greatly. It appears that female humpback whales attain sexual maturity when they are between four and five years old, while a female gray whale is older, probably between eight and twelve years. The majority of female baleen whales mate between their fourth and tenth years. Many of the odontocetes (toothed whales), on the other hand, take longer to attain sexual maturity. A sperm female will mate between the ages of seven and twelve, female killer whales between eight and ten, false killers may wait as long as fourteen years, and bottlenose dolphin females are around twelve years of age when they give birth for the first time. Gestation periods range from around ten to thirteen months in the baleen whales. Many odontocetes also have gestation periods of around one year, but some, such as the sperm, pilot, and killer whales, have unusually long pregnancies, lasting up to sixteen months or more. In the wild, the nuances of cetacean pregnancy and birth are rarely seen by human observers. Perhaps because of a tendency to give birth under the cover of darkness, the actual birth is still shrouded in mystery. Researchers may watch in fascination as a females pregnancy progresses and then one day a substantially slimmed-down mother simply reappears with a newborn calf in tow. Surprisingly, the best observations of birth in the wild are of large cetaceans such as sperm and gray whales. Witness the arrival of a particular infant gray into world: for more than a minute, the solitary female gray whale is vertical in the water, her head down, flukes held stiffly six feet above the surface. She lowers her flukes, then raises them again to a height of three feet, then rotates. As she lowers her flukes again to a horizontal position, the calfs snout protrudes from her belly. Two other females with young calves pass within one hundred fifty feet of her but venture no closer. The calf
9. The word solitary in the passage is closest in meaning to (A) rare (B) active (C) lone (D) large 10. The word rotates in the passage is closest in meaning to (A) rests (B) surfaces (C) turns (D) watches 11. Which of the following statements about whales is supported by the passage? (A) Sperm whales are generally slimmer than gray whales. (B) Most whales become sexually mature at twelve years of age. (C) Whales live longer in captivity than in the wild. (D) In the wild, whale births are rarely observed by humans.
147
TOEFL R/C
submerges as its mother returns to her vertical position but reappears as the mother rests belly-up, just under the surface. Now halfway out, the newborn wobbles as the mother again sinks beneath the surface. Within thirty seconds the calf pops up to the surface, separate from its mother for the first time. Thirty seconds after the calfs arrival, and then minutes after her labors are first detected, the gray whale surfaces and takes a breath.
148
TOEFL R/C
< 24 > : Early experiments in
Early experiments in light-sensitive images were conducted in France by the chemist Joseph N. Niepce. When he died in 1833, Niepces photography process was taken up and perfected by Louis J.M. Daguerre. Daguerres procedure involved coating a copper plate with a light-sensitive emulsion, which, when exposed to light for 5 to 40 minutes, produced an image on the plate. Because there was no negative, as in modern film, the image, called a daguerreotype, was unique and could not be duplicated. In August 1839, he made his process public, and word of it spread far and wide. After accounts of Daguerres process appeared in United States newspapers, a Philadelphian, Joseph Saxon, produced what is believed to be the first daguerreotype in the United States. Robert Cornelius, a manufacturer of metal lamps in Philadelphia, was also one of the first to produce daguerreotypes, operating a studio from 1839 to 1842. His partner, Dr. Paul Beck Goddard, a chemistry professor at the University of Pennsylvania, discovered bromine, which reduced the exposure time necessary to produce an image sufficiently to make posing for a portrait possible. Philadelphias credentials as an early center of photography were further established by the exhibitions of daguerreotypes held at the Franklin Institute and the American Philosophical Society in late 1839 and 1840. In New York, the painter Samuel F.B. Morse was influential in the dissemination of the daguerreotype process. Morse had been in Paris in 1839 and knew Daguerre. When he returned, he began advocating the use of the daguerreotype process by artistsas president of the National Academy of Design, he was in a good position to do so. The original camera was little more than a wooden box with a lens at one end and a sensitized plate at the other. The process of making a daguerreotype required only some mechanical aptitude and a little knowledge of chemistry, but no
1. What does the passage mainly discuss? (A) How the daguerreotype process functioned (B) Some early developments in the field of photography (C) The influence of Hoseph N. Niepce on Louis J.M. Daguerre (D) Technical improvements in film processing 2. Which of the following differences between a modern camera and the daguerreotype process is mentioned in the passage? (A) The size of the lens (B) The cost of the supplies (C) The colors that could be produced (D) The number of copies that could be made 3. The word it in the passage refers to (A) film
149
TOEFL R/C
artistic talent. Suddenly anyone could produce images. This in itself effected a revolution in picture making. By 1853 there were reportedly 2000 daguerreotypists practicing in the United States, most of whom were in the business to make money, not art. However, although the majority of early daguerreotypes had a relatively low aesthetic threshold, there were many powerful images among them showing perceptive observation and great exactitude in every detail.
(B) image (C) process (D) word
150
TOEFL R/C
Early experiments in light-sensitive images were conducted in France by the chemist Joseph N. Niepce. When he died in 1833, Niepces photography process was taken up and perfected by Louis J.M. Daguerre. Daguerres procedure involved coating a copper plate with a light-sensitive emulsion, which, when exposed to light for 5 to 40 minutes, produced an image on the plate. Because there was no negative, as in modern film, the image, called a daguerreotype, was unique and could not be duplicated. In August 1839, he made his process public, and word of it spread far and wide. After accounts of Daguerres process appeared in United States newspapers, a Philadelphian, Joseph Saxon, produced what is believed to be the first daguerreotype in the United States. Robert Cornelius, a manufacturer of metal lamps in Philadelphia, was also one of the first to produce daguerreotypes, operating a studio from 1839 to 1842. His partner, Dr. Paul Beck Goddard, a chemistry professor at the University of Pennsylvania, discovered bromine, which reduced the exposure time necessary to produce an image sufficiently to make posing for a portrait possible. Philadelphias credentials as an early center of photography were further established by the exhibitions of daguerreotypes held at the Franklin Institute and the American Philosophical Society in late 1839 and 1840. In New York, the painter Samuel F.B. Morse was influential in the dissemination of the daguerreotype process. Morse had been in Paris in 1839 and knew Daguerre. When he returned, he began advocating the use of the daguerreotype process by artistsas president of the National Academy of Design, he was in a good position to do so. The original camera was little more than a wooden box with a lens at one end and a sensitized plate at the other. The process of making a daguerreotype required only some
4. How did Joseph Saxon learn how to make daguerreotypes? (A) He studied the process in Paris. (B) He read about the process in the newspaper. (C) Daguerre taught him the process when he visited Philadelphia. (D) He learned the process while he was working in Cornelius studio. 5. It can be inferred that daguerreotype portraits were rarely made before the discovery of bromine because (A) people could not sit without moving for a long enough period of time (B) people had to maintain a safe distance from the equipment (C) daguerreotypists could make more money by producing other types of pictures (D) the lighting necessary to produce the picture made
151
TOEFL R/C
mechanical aptitude and a little knowledge of chemistry, but no artistic talent. Suddenly anyone could produce images. This in itself effected a revolution in picture making. By 1853 there were reportedly 2000 daguerreotypists practicing in the United States, most of whom were in the business to make money, not art. However, although the majority of early daguerreotypes had a relatively low aesthetic threshold, there were many powerful images among them showing perceptive observation and great exactitude in every detail.
peoples faces look unattractive 6. The word dissemination in the passage is closest in meaning to (A) purpose (B) creation (C) spread (D) change
152
TOEFL R/C
Early experiments in light-sensitive images were conducted in France by the chemist Joseph N. Niepce. When he died in 1833, Niepces photography process was taken up and perfected by Louis J.M. Daguerre. Daguerres procedure involved coating a copper plate with a light-sensitive emulsion, which, when exposed to light for 5 to 40 minutes, produced an image on the plate. Because there was no negative, as in modern film, the image, called a daguerreotype, was unique and could not be duplicated. In August 1839, he made his process public, and word of it spread far and wide. After accounts of Daguerres process appeared in United States newspapers, a Philadelphian, Joseph Saxon, produced what is believed to be the first daguerreotype in the United States. Robert Cornelius, a manufacturer of metal lamps in Philadelphia, was also one of the first to produce daguerreotypes, operating a studio from 1839 to 1842. His partner, Dr. Paul Beck Goddard, a chemistry professor at the University of Pennsylvania, discovered bromine, which reduced the exposure time necessary to produce an image sufficiently to make posing for a portrait possible. Philadelphias credentials as an early center of photography were further established by the exhibitions of daguerreotypes held at the Franklin Institute and the American Philosophical Society in late 1839 and 1840. In New York, the painter Samuel F.B. Morse was influential in the dissemination of the daguerreotype process. Morse had been in Paris in 1839 and knew Daguerre. When he returned, he began advocating the use of the daguerreotype process by artistsas president of the National Academy of Design, he was in a good position to do so. The original camera was little more than a wooden box with a lens at one end and a sensitized plate at the other. The process of making a daguerreotype required only some mechanical aptitude and a little knowledge of chemistry, but no
7. The word advocating in the passage is closest in meaning to (A) considering (B) borrowing (C) releasing (D) recommending 8. Why does the author mention the National Academy of Design in the passage? (A) To emphasize Morses influence in the art world (B) To argue that artists ought to have supported the work of Morse (C) To give an example of one of the places where Daguerre displayed his work (D) To explain that both New York and Paris were important centers of art 9. The phrase little more than in the passage is closest in meaning to
153
TOEFL R/C
artistic talent. Suddenly anyone could produce images. This in itself effected a revolution in picture making. By 1853 there were reportedly 2000 daguerreotypists practicing in the United States, most of whom were in the business to make money, not art. However, although the majority of early daguerreotypes had a relatively low aesthetic threshold, there were many powerful images among them showing perceptive observation and great exactitude in every detail.
(A) as small as (B) in addition to (C) possibly (D) simply
154
TOEFL R/C
Early experiments in light-sensitive images were conducted in France by the chemist Joseph N. Niepce. When he died in 1833, Niepces photography process was taken up and perfected by Louis J.M. Daguerre. Daguerres procedure involved coating a copper plate with a light-sensitive emulsion, which, when exposed to light for 5 to 40 minutes, produced an image on the plate. Because there was no negative, as in modern film, the image, called a daguerreotype, was unique and could not be duplicated. In August 1839, he made his process public, and word of it spread far and wide. After accounts of Daguerres process appeared in United States newspapers, a Philadelphian, Joseph Saxon, produced what is believed to be the first daguerreotype in the United States. Robert Cornelius, a manufacturer of metal lamps in Philadelphia, was also one of the first to produce daguerreotypes, operating a studio from 1839 to 1842. His partner, Dr. Paul Beck Goddard, a chemistry professor at the University of Pennsylvania, discovered bromine, which reduced the exposure time necessary to produce an image sufficiently to make posing for a portrait possible. Philadelphias credentials as an early center of photography were further established by the exhibitions of daguerreotypes held at the Franklin Institute and the American Philosophical Society in late 1839 and 1840. In New York, the painter Samuel F.B. Morse was influential in the dissemination of the daguerreotype process. Morse had been in Paris in 1839 and knew Daguerre. When he returned, he began advocating the use of the daguerreotype process by artistsas president of the National Academy of Design, he was in a good position to do so. The original camera was little more than a wooden box with a lens at one end and a sensitized plate at the other. The process of making a daguerreotype required only some mechanical aptitude and a little knowledge of chemistry, but no artistic talent. Suddenly anyone could produce images. This in itself effected a revolution
10. The author mentions 2000 daguerreotypists in the passage to support the idea that (A) it was relatively easy to make daguerreotypes (B) most daguerreotypists were professional chemists (C) the popularity of the daguerreotype lasted for only a short time (D) there were more daguerreotypists in Europe than in the United States 11. What does the author imply by stating in the passage that most early daguerreotypes had a relatively low aesthetic threshold? (A) Most daguerreotypes had little artistic value. (B) Some artists offered lessons on making daguerreotypes.
155
TOEFL R/C
in picture making. By 1853 there were reportedly 2000 daguerreotypists practicing in the United States, most of whom were in the business to make money, not art. However, although the majority of early daguerreotypes had a relatively low aesthetic threshold, there were many powerful images among them showing perceptive observation and great exactitude in every detail.
(C) Few people bought daguerreotypes because they were expensive. (D) Most daguerreotypes failed to capture adequately the details of a scene.
156
TOEFL R/C
< 25 > : Although glassware that were
Although glasswares that were made in England dominated the early North American market, glassblowers from Great Britain were not easily persuaded to go to the North American colonies. The eighteenth century was the golden age of English glass: the industry and its employees prospered. Glassmakers were discouraged from emigrating because if English-quality glass were produced in the colonies the home industry would have been threatened. In one instance, five English gassmakers were arrested in England as they boarded a ship for America. In spite of Englands disapproval of American manufacturing, an interest in glassmaking recurred periodically during the entire colonial era. The actual number of glass factories erected was small, only twelve or so, probably because the manufacturing of glass required a considerable initial investment in a large facility and a team of skilled workers. Glasshouses, as the glassmaking factories were called, could not be erected anywhere. Rather, sites had to be carefully selected on the basis of the availability of fuel and raw materials of very specific properties. The financial and technical considerations of glassmaking were such that most of the colonial glass factories lasted only a short time. The colony of Pennsylvania was chosen as a site to make glass by several glass manufacturers. One glassworks was built there in the seventeenth century; at least six followed in the eighteenth. Pennsylvanias first glasshouse was conceived in 1682 as part of the economic plan of the settlement of Philadelphia. For this undertaking an English window maker from England was hired. Four other English glassmakers agreed to accompany him. The founders of the settlement envisioned a glass
1. What does the passage mainly discuss? (A) Glassmaking in colonial America (B) Effects of immigration on colonial American industry (C) The use of glass products in colonial America (D) Competition among glassmakers in colonial Pennsylvania 2. According to the passage, why were most glassblowers unwilling to move to the American colonies? (A) The need for glass products in the colonies was declining. (B) The glassblowing industry was highly successful in England. (C) The colonies did not have the necessary raw materials to make glass. (D) The colonists required a different kind of glass than the English made. 3. It can be inferred from the passage that England did not want America to manufacture glass for which of the following reasons? (A) The demand for English glass in the colonies would decrease. (B) American glassmakers would use up the raw materials needed for
157
TOEFL R/C
factory not only to supply the demands for window and table glass within the colony, but also to provide goods for commercial trade.
making glass. (C) Skilled American glassblowers would stay in America rather than coming to England. (D) England wanted to avoid the responsibility of supervising American glass factories.
158
TOEFL R/C
Although glasswares that were made in England dominated the early North American market, glassblowers from Great Britain were not easily persuaded to go to the North American colonies. The eighteenth century was the golden age of English glass: the industry and its employees prospered. Glassmakers were discouraged from emigrating because if English-quality glass were produced in the colonies the home industry would have been threatened. In one instance, five English gassmakers were arrested in England as they boarded a ship for America. In spite of Englands disapproval of American manufacturing, an interest in glassmaking recurred periodically during the entire colonial era. The actual number of glass factories erected was small, only twelve or so, probably because the manufacturing of glass required a considerable initial investment in a large facility and a team of skilled workers. Glasshouses, as the glassmaking factories were called, could not be erected anywhere. Rather, sites had to be carefully selected on the basis of the availability of fuel and raw materials of very specific properties. The financial and technical considerations of glassmaking were such that most of the colonial glass factories lasted only a short time. The colony of Pennsylvania was chosen as a site to make glass by several glass manufacturers. One glassworks was built there in the seventeenth century; at least six followed in the eighteenth. Pennsylvanias first glasshouse was conceived in 1682 as part of the economic plan of the settlement of Philadelphia. For this undertaking an English window maker from England was hired. Four other English glassmakers agreed to accompany him. The founders of the settlement envisioned a glass factory not only to supply the demands for window and table
4. The word recurred in the passage is closest in meaning to (A) stopped (B) reappeared (C) invested (D) lessened 5. The word Rather in the passage is closest in meaning to (A) preferably (B) somewhat (C) instead (D) however 6. All of the following are mentioned as being required for the manufacture of glass EXCEPT (A) nearby transportation (B) availability of materials (C) investment in a facility (D) skilled labor 7. The author indicates that the financial and technical considerations of colonial glassmaking resulted in (A) a highly profitable and stable industry (B) technical advances in colonial glassmaking (C) the failure of many glass factories
159
TOEFL R/C
glass within the colony, but also to provide goods for commercial trade.
(D) many sites being appropriate for glassmaking
160
TOEFL R/C
Although glasswares that were made in England dominated the early North American market, glassblowers from Great Britain were not easily persuaded to go to the North American colonies. The eighteenth century was the golden age of English glass: the industry and its employees prospered. Glassmakers were discouraged from emigrating because if English-quality glass were produced in the colonies the home industry would have been threatened. In one instance, five English gassmakers were arrested in England as they boarded a ship for America. In spite of Englands disapproval of American manufacturing, an interest in glassmaking recurred periodically during the entire colonial era. The actual number of glass factories erected was small, only twelve or so, probably because the manufacturing of glass required a considerable initial investment in a large facility and a team of skilled workers. Glasshouses, as the glassmaking factories were called, could not be erected anywhere. Rather, sites had to be carefully selected on the basis of the availability of fuel and raw materials of very specific properties. The financial and technical considerations of glassmaking were such that most of the colonial glass factories lasted only a short time. The colony of Pennsylvania was chosen as a site to make glass by several glass manufacturers. One glassworks was built there in the seventeenth century; at least six followed in the eighteenth. Pennsylvanias first glasshouse was conceived in 1682 as part of the economic plan of the settlement of Philadelphia. For this undertaking an English window maker from England was hired. Four other English glassmakers agreed to accompany him. The founders of the settlement envisioned a glass
8. The phrase this undertaking in the passage refers to (A) creating the colony of Pennsylvania (B) establishing Pennsylvanias first glasshouse (C) establishing six glasshouses in the eighteenth century (D) supplying the demands for glassmakers within the colony 9. The word accompany in the passage is closest in meaning to (A) visit (B) precede (C) join (D) supply 10. Look at the word envisioned in the passage. Click on the word in the bold text that has the same meaning.
11. What is the purpose of paragraph 3? (A) To describe the glassmaking process (B) To summarize the economic role that glassmaking played in colonial America (C) To compare glassmaking in different parts of colonial America
161
TOEFL R/C
factory not only to supply the demands for window and table glass within the colony, but also to provide goods for commercial trade.
(D) To give an example of a site of early American glass manufacturing
162
TOEFL R/C
< 26 > : The development of advance radio telescopes
The development of advanced radio telescopes has allowed astronomers to attempt to answer a question that has long intrigued scientists, philosophers, and laypersons alike: Do other forms of intelligent life exist elsewhere in the universe? Although the legends of many ancient cultures hold that divine beings created the heavens and controlled such cosmic events as eclipses, the idea that other planets harbor life similar in development and intelligence to our own did not become popular until the nineteenth century, when a few scientists considered ways in which earthlings might contact other beings. One plan envisioned the building of huge canals in the desert in the shape of easily recognizable geometric symbols; when filled with gasoline and ignited, the canals would signal the presence of life on Earth to neighboring worlds. Since then, many astronomers have become seriously interested in the Search for Extraterrestrial Intelligence, or SETI. They assume that alien beings elsewhere in the galaxy will probably try to contact earthlings, using flashes of light to carry their messages. In 1960 one astronomer performed one of the first serious searches for extraterrestrial life, called Project Ozma. The astronomer turned a sensitive radio telescope in the direction of nearby stars Tau Ceti and Epsilon Eridani but found no transmissions that might be beacons from extraterrestrial civilizations. Since Project Ozma, about four dozen other searches have been conducted. No one has yet received an unambiguous signal from an extraterrestrial civilization, and numerous false alarms have been caused by interference from radio-wave sources here on Earth. The National Aeronautics and Space Administration, NASA, has also been involved in SETI and sought funding from the United States Congress to build a complete receiver and to undertake a ten-year search program. One half of this search plan calls for using radio telescopes in its Deep-Space Network to repeatedly scan the entire sky. The other half involves using its 1000-foot telescope to listen to nearby stars similar to the Sun that may have Earthlike planets orbiting around them. Although scientists realize their survey will be
1. What does the passage mainly discuss? (A) Planets harboring extraterrestrial life (B) Types of extraterrestrial civilizations (C) Developments in NASAs Deep-Space Network (D) The search for extraterrestrial intelligence 2. According to the passage, which of the following ideas first became popular in the nineteenth century? (A) Divine beings created the heavens. (B) Building canals could make desert regions habitable. (C) Intelligent life might inhabit other planets. (D) Eclipses were caused by alien beings. 3. The word ignited in the passage is closest in meaning to (A) heated up (B) caught fire
163
TOEFL R/C
far from complete, they believe the search must begin with small efforts. Said one scientist: Were new at this business, and when you walk into a dark, unfamiliar forest, you should probably listen before you shout.
(C) disintegrated (D) blown
164
TOEFL R/C
The development of advanced radio telescopes has allowed astronomers to attempt to answer a question that has long intrigued scientists, philosophers, and laypersons alike: Do other forms of intelligent life exist elsewhere in the universe? Although the legends of many ancient cultures hold that divine beings created the heavens and controlled such cosmic events as eclipses, the idea that other planets harbor life similar in development and intelligence to our own did not become popular until the nineteenth century, when a few scientists considered ways in which earthlings might contact other beings. One plan envisioned the building of huge canals in the desert in the shape of easily recognizable geometric symbols; when filled with gasoline and ignited, the canals would signal the presence of life on Earth to neighboring worlds. Since then, many astronomers have become seriously interested in the Search for Extraterrestrial Intelligence, or SETI. They assume that alien beings elsewhere in the galaxy will probably try to contact earthlings, using flashes of light to carry their messages. In 1960 one astronomer performed one of the first serious searches for extraterrestrial life, called Project Ozma. The astronomer turned a sensitive radio telescope in the direction of nearby stars Tau Ceti and Epsilon Eridani but found no transmissions that might be beacons from extraterrestrial civilizations. Since Project Ozma, about four dozen other searches have been conducted. No one has yet received an unambiguous signal from an extraterrestrial civilization, and numerous false alarms have been caused by interference from radio-wave sources here on Earth. The National Aeronautics and Space Administration, NASA, has also been involved in SETI and sought funding from the United States Congress to build a complete receiver and to undertake a ten-year search program. One half of this search plan calls for using radio telescopes in its Deep-Space Network to repeatedly scan the entire sky. The other half involves using its 1000-foot telescope to listen to nearby stars similar to the Sun that may have Earthlike planets orbiting around them. Although scientists realize their survey will be
4. According to the passage, astronomers have assumed that intelligent life-forms will try to contact earthlings by (A) sending spaceships to Earth (B) igniting geometrically shaped canals (C) sounding loud alarms (D) transmitting flashes of light 5. The word scan in the passage is closest in meaning to (A) measure (B) photograph (C) map (D) examine 6. The word them in the passage refers to (A) telescopes (B) planets (C) stars (D) scientists 7. The word orbiting in the passage is closest in meaning to (A) glowing
165
TOEFL R/C
far from complete, they believe the search must begin with small efforts. Said one scientist: Were new at this business, and when you walk into a dark, unfamiliar forest, you should probably listen before you shout.
(B) developing (C) exploding (D) revolving
166
TOEFL R/C
The development of advanced radio telescopes has allowed astronomers to attempt to answer a question that has long intrigued scientists, philosophers, and laypersons alike: Do other forms of intelligent life exist elsewhere in the universe? Although the legends of many ancient cultures hold that divine beings created the heavens and controlled such cosmic events as eclipses, the idea that other planets harbor life similar in development and intelligence to our own did not become popular until the nineteenth century, when a few scientists considered ways in which earthlings might contact other beings. One plan envisioned the building of huge canals in the desert in the shape of easily recognizable geometric symbols; when filled with gasoline and ignited, the canals would signal the presence of life on Earth to neighboring worlds. Since then, many astronomers have become seriously interested in the Search for Extraterrestrial Intelligence, or SETI. They assume that alien beings elsewhere in the galaxy will probably try to contact earthlings, using flashes of light to carry their messages. In 1960 one astronomer performed one of the first serious searches for extraterrestrial life, called Project Ozma. The astronomer turned a sensitive radio telescope in the direction of nearby stars Tau Ceti and Epsilon Eridani but found no transmissions that might be beacons from extraterrestrial civilizations. Since Project Ozma, about four dozen other searches have been conducted. No one has yet received an unambiguous signal from an extraterrestrial civilization, and numerous false alarms have been caused by interference from radiowave sources here on Earth. The National Aeronautics and Space Administration, NASA, has also been involved in SETI and sought funding from the United States Congress to build a complete receiver and to undertake a ten-year search program. One half of this search plan calls for using radio telescopes in its Deep-Space Network to repeatedly scan the entire sky. The other half involves using its 1000-foot telescope to listen to nearby stars similar to the Sun that may have Earthlike planets
8. According to the passage, NASA plans to direct its 1000foot telescope toward (A) stars near the Earth (B) distant galaxies (C) planets in our solar system (D) the Sun 9. Look at the 4 sentences in bold text in the passage. Click on the sentence that mentions that signals generated on Earth have been mistaken for extraterrestrial signals.
10. In the passage, walking into a dark, unfamiliar forest is being compared to studying (A) the Universe (B) the Earths desert regions (C) ancient civilizations (D) human intelligence 11. Paragraph 3 answers which of the following questions? (A) How might a search for extraterrestrial life be conducted? (B) When will extraterrestrial life probably be
167
TOEFL R/C
orbiting around them. Although scientists realize their survey will be far from complete, they believe the search must begin with small efforts. Said one scientist: Were new at this business, and when you walk into a dark, unfamiliar forest, you should probably listen before you shout.
discovered? (C) Why should a search for extraterrestrial life be implemented? (D) On which planets will extraterrestrial life most likely be found?
168
TOEFL R/C
< 27 > : Each of the social and humanistic branches
Each of the social and humanistic branches of learning apart from sociology seems to have its own distinctive subject matter. Political science, for example, deals with the ways in which society allocates the right to use legitimate power. Sociology, however, has not yet had a special or distinctive subject matter clearly associated with it. The subject matter should be something concrete, specific, and easily identified, something that is not claimed as the central object of study of some other established discipline. The most cursory glance at the easily identified major institutions, social products, and social processes reveals that there are indeed such unassigned or unclaimed subjects. Politics and economics are spoken for, and so in large measure are literature, language, education, and business. But there remain the family, crime, social classes, ethnic and racial groups, the urban and the rural community. No one of these major components of society has become the distinctive object of study for a specialized branch of learning, which has the status of an independent discipline, such as politics or economics. Instead, each of these subjects has become a focus for research and theory-building within sociology. In this way sociology has, to a degree, become the great residual category of the social sciences. It has not one subject, but many. Indeed, some might argue that in this sense sociology has no distinctive subject matter. It is merely a collection of disciplines united mainly by the fact that they deal with institutions and social processes that have historically failed to become sufficiently specialized and important to win independent standing as intellectual disciplines. If the long, continuing process of differentiation and specialization in scholarship were to go so far that all the subfields of sociology came to be established as separate disciplines, would sociology then cease to exist as a discipline in its own right? We can properly say no only if
1. The author uses political science in paragraph 1 as an example of a discipline that (A) needs to be divided into distinct categories (B) has not been given adequate attention (C) is easily defined (D) overlaps with other subject areas 2. The word allocate in the passage is closest in meaning to (A) returns (B) signifies (C) designates (D) reveals 3. According to the passage, the subject matter on which sociologists need to concentrate should be all of the following EXCEPT (A) concrete (B) specific (C) universal (D) unclaimed by another discipline 4. According to paragraph 2, which of the following is true
169
TOEFL R/C
we can point to a distinctive subject matter that would remain for sociology. Happily we can. We may propose several distinctive subject matters to which sociology could still lay claim. They are, in decreasing order of size and complexity: societies, institutions, social relationships, and families.
about sociology? (A) It is a combination of many related subject areas. (B) It is a highly specialized field. (C) It has finally won the respect of researchers. (D) It is not studied by as many people as politics or economics.
170
TOEFL R/C
Each of the social and humanistic branches of learning apart from sociology seems to have its own distinctive subject matter. Political science, for example, deals with the ways in which society allocates the right to use legitimate power. Sociology, however, has not yet had a special or distinctive subject matter clearly associated with it. The subject matter should be something concrete, specific, and easily identified, something that is not claimed as the central object of study of some other established discipline. The most cursory glance at the easily identified major institutions, social products, and social processes reveals that there are indeed such unassigned or unclaimed subjects. Politics and economics are spoken for, and so in large measure are literature, language, education, and business. But there remain the family, crime, social classes, ethnic and racial groups, the urban and the rural community. No one of these major components of society has become the distinctive object of study for a specialized branch of learning, which has the status of an independent discipline, such as politics or economics. Instead, each of these subjects has become a focus for research and theory-building within sociology. In this way sociology has, to a degree, become the great residual category of the social sciences. It has not one subject, but many. Indeed, some might argue that in this sense sociology has no distinctive subject matter. It is merely a collection of disciplines united mainly by the fact that they deal with institutions and social processes that have historically failed to become sufficiently specialized and important to win independent standing as intellectual disciplines. If the long, continuing process of differentiation and specialization in scholarship were to go so far that all the subfields of sociology came to be established as separate disciplines, would sociology then cease to exist as a
5. The phrase spoken for in the passage is closest in meaning to (A) debated (B) pronounced differently (C) combined (D) claimed 6. According to the passage, which of the following is the central object of study of an established academic discipline? (A) Politics (B) Social classes (C) Ethnic groups (D) The rural community 7. The word status in the passage is closest in meaning to (A) development (B) freedom (C) appearance (D) position 8. The word It in the passage refers to (A) focus (B) theory-building (C) sociology
171
TOEFL R/C
discipline in its own right? We can properly say no only if we can point to a distinctive subject matter that would remain for sociology. Happily we can. We may propose several distinctive subject matters to which sociology could still lay claim. They are, in decreasing order of size and complexity: societies, institutions, social relationships, and families.
(D) degree
172
TOEFL R/C
Each of the social and humanistic branches of learning apart from sociology seems to have its own distinctive subject matter. Political science, for example, deals with the ways in which society allocates the right to use legitimate power. Sociology, however, has not yet had a special or distinctive subject matter clearly associated with it. The subject matter should be something concrete, specific, and easily identified, something that is not claimed as the central object of study of some other established discipline. The most cursory glance at the easily identified major institutions, social products, and social processes reveals that there are indeed such unassigned or unclaimed subjects. Politics and economics are spoken for, and so in large measure are literature, language, education, and business. But there remain the family, crime, social classes, ethnic and racial groups, the urban and the rural community. No one of these major components of society has become the distinctive object of study for a specialized branch of learning, which has the status of an independent discipline, such as politics or economics. Instead, each of these subjects has become a focus for research and theory-building within sociology. In this way sociology has, to a degree, become the great residual category of the social sciences. It has not one subject, but many. Indeed, some might argue that in this sense sociology has no distinctive subject matter. It is merely a collection of disciplines united mainly by the fact that they deal with institutions and social processes that have historically failed to become sufficiently specialized and important to win independent standing as intellectual disciplines. If the long, continuing process of differentiation and specialization in scholarship were to go so far that all the subfields of sociology came to be established as separate disciplines, would sociology then cease to exist as a discipline in its own right? We can properly say no only
9. It can be inferred form the passage that which of the following is true about the institutions and social processes mentioned in the passage (A) They have not been considered to be as important as business and economics. (B) They were a late addition to the field of sociology. (C) They are not functioning as well as they did in the past. (D) They are clearly distinct from the study of sociology. 10. According to the passage, why is the study of sociology unlikely to disappear? (A) Each of its divisions has become an independent subject. (B) It is still receiving support from other disciplines. (C) It has always been able to define its subject matter clearly. (D) There are still some subjects that belong only to sociology.
173
TOEFL R/C
if we can point to a distinctive subject matter that would remain for sociology. Happily we can. We may propose several distinctive subject matters to which sociology could still lay claim. They are, in decreasing order of size and complexity: societies, institutions, social relationships, and families.
11. The phrase in its own right in the passage is closest in meaning to (A) legal (B) independent (C) complete (D) sudden
174
TOEFL R/C
< 28 > : Shipping and shipbuilding were
Shipping and shipbuilding were vital industries in the British colonies in North America throughout colonial days and into the nineteenth century. Wooden sailing ships were constructed in many towns in the Northeast and all along the Atlantic seaboard. One of the most symbolic and decorative components of the ship was the figurehead, located near the bowsprit, at the front of the ship where the sides come together. The earliest North American figureheads resembled English examples usually images of animals or elegant, classical female figures. By the mid-eighteenth century, the variety of American figureheads increased markedly and a national style began to emerge. The most common motif showed a female figure, large than life-size, costumed in the style of the day. Carved of native woods, usually pine, by masters and apprentices, the figures were composed of several parts. The body was made of one piece of woods, with decorative bases, arms, legs, and other projectiles attached by dowels or pegs. Some parts were detachable and could be removed when the ship encountered stormy weather. Most figureheads were painted in bright colors with much attention paid to details in faces and dress. Occasionally, some figureheads were enameled in white paint with decorative elements embellished with gold leaf to reflect the brilliant sunlight. Often the figures head looked upward and her dress was shown flowing backward as if blown by the wind, thus exaggerating the silhouette. Although female figures were the most popular, a vast variety of subjects were depicted: sea serpents, dolphins and other aquatic creatures, patriotic personages and national heroes, literary characters, and eagles. Stern boards, broad boards attached to the backs of ships, were also decoratively carved. Many featured eagles and elaborate curvilinear scrolls and curlicues. Some carvings were bust-length; others varied in size depending on the
1. The passage mainly discusses figureheads in terms of (A) the type of ship they were found on (B) the craftspeople who made them (C) their construction and decoration (D) the sources of the earliest examples 2. The word vital in the passage is closest in meaning to (A) practical (B) important (C) popular (D) creative 3. The word components in the passage is closest in meaning to (A) parts (B) developments (C) methods (D) signals 4. What change occurred in figurehead design by the mideighteenth century? (A) There was a greater emphasis on symbolic decoration.
175
TOEFL R/C
type and dimensions of the ship. While the makers of most ship carvings remain anonymous, the work of some craftspeople has been documented through primary sources such as bills of sale, advertisements, or customs house records.
(B) The styles became more uniform. (C) There was an increase in the use of female figures. (D) The figureheads became more distinctly North American.
176
TOEFL R/C
Shipping and shipbuilding were vital industries in the British colonies in North America throughout colonial days and into the nineteenth century. Wooden sailing ships were constructed in many towns in the Northeast and all along the Atlantic seaboard. One of the most symbolic and decorative components of the ship was the figurehead, located near the bowsprit, at the front of the ship where the sides come together. The earliest North American figureheads resembled English examples usually images of animals or elegant, classical female figures. By the mid-eighteenth century, the variety of American figureheads increased markedly and a national style began to emerge. The most common motif showed a female figure, large than life-size, costumed in the style of the day. Carved of native woods, usually pine, by masters and apprentices, the figures were composed of several parts. The body was made of one piece of woods, with decorative bases, arms, legs, and other projectiles attached by dowels or pegs. Some parts were detachable and could be removed when the ship encountered stormy weather. Most figureheads were painted in bright colors with much attention paid to details in faces and dress. Occasionally, some figureheads were enameled in white paint with decorative elements embellished with gold leaf to reflect the brilliant sunlight. Often the figures head looked upward and her dress was shown flowing backward as if blown by the wind, thus exaggerating the silhouette. Although female figures were the most popular, a vast variety of subjects were depicted: sea serpents, dolphins and other aquatic creatures, patriotic personages and national heroes, literary characters, and eagles. Stern boards, broad boards attached to the backs of ships, were also decoratively carved. Many featured eagles and elaborate curvilinear scrolls and curlicues. Some carvings were bust-length; others varied in size depending on the
5. Why were some parts of figureheads removable? (A) To protect them from severe weather (B) To make them easier to carve (C) To reduce the weight of the figure (D) To make them easier to transport 6. The word aquatic in the passage is closest in meaning to (A) attractive (B) traditional (C) marine (D) imaginary 7. All of the following were subjects for North American figureheads EXCEPT (A) symbols of freedom (B) patriots (C) literary figures (D) eagles
8. Look at the terms seaboard, projectiles, silhouette, and Stern boards in the passage.
177
TOEFL R/C
type and dimensions of the ship. While the makers of most ship carvings remain anonymous, the work of some craftspeople has been documented through primary sources such as bills of sale, advertisements, or customs house records.
Which of these terms is defined in the passage? (A) seaboard (B) projectiles (C) silhouette (D) stern boards
178
TOEFL R/C
Shipping and shipbuilding were vital industries in the British colonies in North America throughout colonial days and into the nineteenth century. Wooden sailing ships were constructed in many towns in the Northeast and all along the Atlantic seaboard. One of the most symbolic and decorative components of the ship was the figurehead, located near the bowsprit, at the front of the ship where the sides come together. The earliest North American figureheads resembled English examples usually images of animals or elegant, classical female figures. By the mid-eighteenth century, the variety of American figureheads increased markedly and a national style began to emerge. The most common motif showed a female figure, large than life-size, costumed in the style of the day. Carved of native woods, usually pine, by masters and apprentices, the figures were composed of several parts. The body was made of one piece of woods, with decorative bases, arms, legs, and other projectiles attached by dowels or pegs. Some parts were detachable and could be removed when the ship encountered stormy weather. Most figureheads were painted in bright colors with much attention paid to details in faces and dress. Occasionally, some figureheads were enameled in white paint with decorative elements embellished with gold leaf to reflect the brilliant sunlight. Often the figures head looked upward and her dress was shown flowing backward as if blown by the wind, thus exaggerating the silhouette. Although female figures were the most popular, a vast variety of subjects were depicted: sea serpents, dolphins and other aquatic creatures, patriotic personages and national heroes, literary characters, and eagles. Stern boards, broad boards attached to the backs of ships, were also decoratively carved. Many featured eagles and elaborate curvilinear scrolls and curlicues. Some carvings were bust-length; others varied in size
9. The word others in the passage refers to (A) curlicues (B) stern boards (C) ships (D) carvings 10. Look at the 4 sentences in bold text in the passage. Click on the sentence in which the author indicates how the names of some people who made the figureheads can be learned.
11. The following sentence can be added to paragraph 3 Another type of carved marine decoration showed a cat or lions head in a visual play on words describing the cathead, a projection on the bow to which the anchor line was attached. Where would it best fit in the passage? Click on the square [ ] to add the sentence to the
179
TOEFL R/C
depending on the type and dimensions of the ship. While the makers of most ship carvings remain anonymous, the work of some craftspeople has been documented through primary sources such as bills of sale, advertisements, or customs house records.
passage.
180
TOEFL R/C
< 29 > : Some people believe that
Some people believe that mathematics is a difficult, dull subject that is to be pursued only in a clear-cut, logical fashion. This belief is perpetuated because of the way mathematics is presented in many textbooks. Often mathematics is reduced to a series of definitions, methods to solve various types of problems, and theorems. Theorems are statements whose truth can be established by means of deductive reasoning and proofs. This is not to minimize the importance of proof in mathematics, for it is the very thing that gives mathematics its strength. But the power of the imagination is every bit as important as the power of deductive reasoning. The long history in the development of a concept or any of the unproductive approaches that were taken by early mathematicians is not always addressed in mathematics courses. The fact is that the mathematician seeks out relationships in simple cases, looks for patterns, and only then tries to generalize. It is often much later that the generalization is proved and finds its way into an actual textbook. One way we can learn much about mathematics and in the meantime find enjoyment in the process is by studying numerical relationships that exhibit unusual patterns. For example, children may find it easier to learn their multiplication tables by exploring the patterns that the numbers display. Even complicated arithmetic problems can sometimes be solved by using patterns. Given a difficult problem, a mathematician will often try to solve a simpler, but similar, problem. This type of reasoningfirst observing patterns and then predicting answers in complicated problemsis an example of inductive reasoning. It involves reasoning from particular facts or individual cases to a general statement that may be true. The more individual occurrences that are observed, the better able we are to make a correct generalization. For instance, we can predict the exact time of sunrise and sunset each day. Thus there is a very high probability that
1. What is the main idea of the passage? (A) Inductive reasoning should be included in the study of math. (B) Mathematics can be studied only in a logical manner. (C) Proving theorems should be the central focus of mathematics. (D) Mathematics courses should concentrate on deductive reasoning. 2. The word fashion in the passage is closest in meaning to (A) field (B) way (C) cloth (D) practice 3. By stating Often mathematics is reduced to a series of definitions, the author implies that (A) mathematics includes more than definitions (B) definitions are rarely studied in mathematics
181
TOEFL R/C
the prediction will be successful.
(C) mathematics is best studied by focusing on definitions (D) mathematics is too difficult for most people to understand
182
TOEFL R/C
Some people believe that mathematics is a difficult, dull subject that is to be pursued only in a clear-cut, logical fashion. This belief is perpetuated because of the way mathematics is presented in many textbooks. Often mathematics is reduced to a series of definitions, methods to solve various types of problems, and theorems. Theorems are statements whose truth can be established by means of deductive reasoning and proofs. This is not to minimize the importance of proof in mathematics, for it is the very thing that gives mathematics its strength. But the power of the imagination is every bit as important as the power of deductive reasoning. The long history in the development of a concept or any of the unproductive approaches that were taken by early mathematicians is not always addressed in mathematics courses. The fact is that the mathematician seeks out relationships in simple cases, looks for patterns, and only then tries to generalize. It is often much later that the generalization is proved and finds its way into an actual textbook. One way we can learn much about mathematics and in the meantime find enjoyment in the process is by studying numerical relationships that exhibit unusual patterns. For example, children may find it easier to learn their multiplication tables by exploring the patterns that the numbers display. Even complicated arithmetic problems can sometimes be solved by using patterns. Given a difficult problem, a mathematician will often try to solve a simpler, but similar, problem. This type of reasoningfirst observing patterns and then predicting answers in complicated problemsis an example of inductive reasoning. It involves reasoning from particular facts or individual cases to a general statement that may be true. The more individual occurrences that are observed, the better able we are to make a correct generalization. For instance, we can predict the exact time of sunrise and sunset each day. Thus there is a very
4. The author believes that many mathematics textbooks underestimate the importance of (A) imagination (B) logic (C) multiplication (D) formulas 5. The word cases in the passage is closest in meaning to (A) situations (B) methods (C) arguments (D) properties 6. According to the author, using inductive reasoning can make learning mathematics more (A) technical (B) enjoyable (C) uniform (D) abstract 7. The word exhibit in the passage is closest in meaning to (A) record (B) show (C) determine (D) limit
183
TOEFL R/C
high probability that the prediction will be successful. 8. The word exploring in the passage is closest in meaning to (A) photographing (B) mapping (C) investigating (D) buying
184
TOEFL R/C
Some people believe that mathematics is a difficult, dull subject that is to be pursued only in a clear-cut, logical fashion. This belief is perpetuated because of the way mathematics is presented in many textbooks. Often mathematics is reduced to a series of definitions, methods to solve various types of problems, and theorems. Theorems are statements whose truth can be established by means of deductive reasoning and proofs. This is not to minimize the importance of proof in mathematics, for it is the very thing that gives mathematics its strength. But the power of the imagination is every bit as important as the power of deductive reasoning. The long history in the development of a concept or any of the unproductive approaches that were taken by early mathematicians is not always addressed in mathematics courses. The fact is that the mathematician seeks out relationships in simple cases, looks for patterns, and only then tries to generalize. It is often much later that the generalization is proved and finds its way into an actual textbook. One way we can learn much about mathematics and in the meantime find enjoyment in the process is by studying numerical relationships that exhibit unusual patterns. For example, children may find it easier to learn their multiplication tables by exploring the patterns that the numbers display. Even complicated arithmetic problems can sometimes be solved by using patterns. Given a difficult problem, a mathematician will often try to solve a simpler, but similar, problem. This type of reasoningfirst observing patterns and then predicting answers in complicated problemsis an example of inductive reasoning. It involves reasoning from particular facts or individual cases to a general statement that may be true. The more individual occurrences that are observed, the better able we are to make a correct generalization. For instance, we can predict the exact time of sunrise and sunset each day. Thus there is a
9. Which of the following is the first step in an inductive reasoning process? (A) Generalization (B) Prediction (C) Definition (D) Observation 10. Why does the author mention sunrise and sunset in paragraph 3? (A) To describe how difficult it is to make generalizations (B) To demonstrate that probability is unrelated to mathematics (C) To give an example of a prediction based on a pattern (D) To explain that scientific generalizations may be stated in mathematical language 11. The following sentence can be added to paragraph 3. This is an example of inductive reasoning since the prediction is based on a large number of
185
TOEFL R/C
very high probability that the prediction will be successful.
observed cases. Where would it best fit in the passage? Click on the square [ ] to add the sentence to the passage.
186
TOEFL R/C
< 30 > : There was no known public national census
There was no known public national census anywhere before the eighteenth century. Any figures indicating a nations military and economic power were guarded as state secrets, like the maps of newly discovered passages through dangerous waters to distant ports. The ancient population counts among the Egyptians, Greeks, Hebrews, Persians, Romans, and Japanese were apparently aimed toward taxable people and property, and men of military age. A different kind of accounting was the goal in the earliest recorded comprehensive census of a population and its food supply, which was taken in Nuremberg, Germany, in 1449, when the town was threatened by a siege. The town council ordered a full count of all the mouths to be fed and an inventory of the food supply, but the results were kept secret and did not become public until two centuries later. Public numbers are a modern by-product of new ways of thinking about government, wealth, and security. Representative governments have required periodic public censuses of population in order to determine representation. The framers of the Constitution of the United States pioneered in this area by providing for a national census every ten years. Established in 1790, the United States census is the oldest continuous periodic census done by a nation and has served as a model for the institution elsewhere. The proposal for a ten-year census was not the first census proposal made in the United States. In 1776 during the American Revolution, the committee working on a preliminary body of laws for the new nation proposed the requirement of a census every three years. These early lawmakers understood the importance of the census even then. Today, the periodic United States census is used to determine the number of members from each state in the House of Representatives, one of the two houses of the United States Congress.
1. The author mentions maps of newly discovered passages in the passage as examples of (A) information sources contributing to the first censuses (B) early evidence of careful record keeping (C) information kept secret by some nations (D) the only surviving records of early civilizations 2. The word comprehensive in the passage is closest in meaning to (A) advanced (B) original (C) acceptable (D) inclusive 3. The word its in the passage refers to (A) property (B) age (C) census (D) population 4. The Nuremberg census mentioned in the first paragraph was conducted in order to (A) assess the towns ability to
187
TOEFL R/C
survive the siege (B) make plans for future building projects (C) assess the amount of damage caused to the town by the siege (D) make plans for attacking another town
188
TOEFL R/C
5. Click on the sentence in the passage that implies that early censuses did not include the entire population in paragraph 1.
6. What is the second paragraph mainly about? (A) The census is world history (B) The beginnings of the United States census (C) The establishment of the United States Constitution (D) The measurement of economic power through the ages 7. The word periodic in the passage is closest in meaning to (A) regular (B) final (C) limited (D) necessary 8. It can be inferred that the United States census is taken (A) every year (B) every three years (C) every ten years
189
TOEFL R/C
(D) at inconsistent intervals
190
TOEFL R/C
9. Click on the sentence in the passage that states the first year in which the United States census was taken.
10. Click on the sentence in paragraph 2 that mentions the specific way in which the census influences representation in the United States government.
11. The following sentence can be added to paragraph 1. Although the purposes for which these early censuses were used can only be surmised, a later example was associated with a known historical incident. Where would it best fit in the passage? Click on the square [ ] to add the sentence to the passage.
191
TOEFL R/C
192
TOEFL R/C

< 1 > : Televisions contribution A C C B D A B B A D 3 < 2 > : Anasazi is BACDA BBDCB A < 3 > : It was reputedly ADABC AC D D D B < 4 > : About ten percent C A C B C A B D B saltation 6 < 5 > : The closest that D C notice C The asteroid A D A 2 < 6 > : An increasing number of D farmers C D includes B C A C A 3 < 7 > : The objective of agriculture is ACDDA BBABD C < 8 > : The mineral discoveries AA D B D A B C C B D < 9 > : The insect known as BAB BC D D CAB C < 10 > : In essence, A B B C A rubble C C B B 2 < 11 > : Credit for first conceiving C C B A A D (Life is) B misleading C D < 12 > : The demand for portrait painting DAD BC DAD B C A < 13 > : Clocks were made BCC DC CADCB D < 14 > : The city is C C C D D B AA B B D < 15 > : Because many predators kill D C C AA B D D B A C
193
TOEFL R/C
< 16 > : There are several problems ABD BA ABACD C < 17 > : Over many centuries B C C B A AA D D B D < 18 > : The 1920s saw BBCAC BCBDA A < 19 > : The radical change BCD BD ACDBD C < 20 > : The Northwest Coast, BCDAD DACCB A < 21 > : Birds have D D B B A D B A C C bold < 22 > : Much of our knowledge D B locations early humans A A A confused B C D < 23 > : The age at which a female cetacean, C B B pregnancies B A A D C C D < 24 > : Early experiments in BD C BA C DADA A < 25 > : Although glassware that were A B A B C A C B C conceived D < 26 > : The development of advance radio telescopes D C B D D C D A 3 A A < 27 > : Each of the social and humanistic branches C C CAD AD CAD B < 28 > : Shipping and shipbuilding were C B A D A C A D D 4 4 < 29 > : Some people believe that A B A A A B B C D C 8 < 30 > : There was no known public national census C D D A <The ancient military age> B A C <Established in 1790, elsewhere> <Today, the periodic Congress> 3
194
TOEFL R/C
<Televisions Contribution To Family Life>

/ / / . ( ?) , , / , . ( : , ?) / , / , () / / , , , , , (). ( : ? , , , , )
, Urie Bronfenbrenner , , , / . ( : ?) / / / : , , , / / . ( : ?) / . ( : )
, / : / , / , . ( : ?) / / / , / , / / / , , , , / , . ( : ?) , / , . / , . ( : )
/ , / , / / . ( : ? (= ) )
195
TOEFL R/C
196
TOEFL R/C
< Anasazi Is The Name >

Anasazi / / Four Corners / , , , / 2000 / BC 700 / / 1500 . (Anasazi ) Anasazi / Pueblo / . (Anasazi Pueblo )
/ Anasazi . ( : Anasazi 5 5 ) , / / . ( ) Anasazi . ( Anasazi ) pueblo . ( pueblo) ,
/ 2 12 / / , / / / . (pueblo )
/ pueblo / . ( pueblo ) Anasazi / . ( ?) Anasazi /
( / / ), . ( : Anasazi ) Anasazi / , - . ( )
, Anasazi / / / . ( ?) / / / . ( : )
Anasazi / . ( - Anasazi ) / , /
Anasazi / 2000 . ( Anasazi ) Anasazi / 3 Basket Maker 6 Pueblo . (Anasazi )
197
TOEFL R/C
< It Was Reputedly In Ancient Egypt That >

/ () . ( : - ?) , , / / / . ( : ?)
, / , . ( ) , , / , . ( ) / , / , / . ( ) , / , / . ( ; ) , / / , ; . ( ; 1 )
/ / , . ( ) , 5000 / , / / / . ( : : )
, / / / / / / / . ( ) , , , / / . , / / .
/ / / . ( ) / / , .
198
TOEFL R/C
<About Ten Percent>

10% / / / , / . ( 10% - ; ) / / / . ( ) / , , . ( ) , / , / , / / / / . ( ) / / , . ( ) / / / / . ( ) , / , , , / / . ( )
, , / , / , , , / / / . ( ) 4 , / . ( 4 ) / / . ( ) / , / , . ( ) , , , . ( ) / / 50 / . ( ) / / , . ( - & ) / / () / / () 1500 , , . ( & )
199
TOEFL R/C
<The Closest That A Large Asteroid >

/ / / 1989 3 22 , 1989 FC / 43 . ( 1989 FC ) 1989 FC / / . ( 1989 FC ) / / . ( ) , , / . ( 1989 FC ) , , . ( 1989 FC )
/ , . ( 1989 FC -> ?) / / / , , ,
/ 1 . ( 1989 FC ) / . ( , )
, / . ( 1989 FC ) , / 4 10 . ( 1989 FC )
1989 FC / 30 / . ( 1989 FC ) , / 1 1/3 / / . ( ) , 1992 12 8 , / Toutatis , 2.5 , 1.6 , / 2.2 . ( )
/ . ( ) / , /
/ / . ( )
/ , . / / . ( )
200
TOEFL R/C
<An Increasing Number Of People >

/ / . ( ) / , , , / . ( ) / / / . ( ) , / , / / / . ( ) , (IPM), / / . ( IPM) IPM / / . (IPM ) / / , IPM / / / . IPM / , .
IPM / / . (IPM ) / , , / / . (IPM ) / , / . (IPM ) / / / / . (IPM ) IPM / / . (IPM ) , / / / . ( )
/ / , / / . ( IPM ) 1 ,
. ( - ) / / , , . ( )
201
TOEFL R/C
<The Objective of Agriculture is >

/ / , / / . ( - ) / / / / , / / , , , , . ( )
/ , , / 1900 . ( ) 100 / / : , , , . (100 , ) 19 , / , . ( ) / / . ( ) / / . 1900 / 7 . , / 50 . (1900 )
/ / / , , / . ( ) , / , / / 1910 / . ( 1910 )
1900 1971 , / / 2 / 1/3 / 1900 . ( ) / / , / , , , / . ( ) 1975 500 / / / / 2 5 , 21 / 20 / 1 / . ( ; 1975 , 500 ) / / 14 / 1900 1970 / / / / . ( )
202
TOEFL R/C
<The Mineral Discoveries of the 19th Century>

/ 19 / / , / , / , . ( ) / , , , , / . ( )
/ Sutters Mill / / . ( ) / / , / , , . ( ) , , , / / , . ( ) / / / . ( ) , / / . ( ) / / , / / . / . / / / / .
, / / . ( )
/ , / Sierra Nevada , / Great Basin , , / , , / . ( ) ,
, , / / . ( ) /
/ / / , , . ( ) / , , , / / .
203
TOEFL R/C
<The Insect Known as a Cherry Leaf Roller>

/ / / , / . ( ) / . ( ) / / / , / 1 / / / / . ( ) / / , , / . ( ) / / / , / / / / . ( )
, / , , / . ( ) , / / / / , , , . ( ) , , / / / . ( )
/ , / . ( ) , , , / / , / / . ( ) / , / . ( )
/ / , / , . ( ) / / . ( ) Saint-John's wort , , hypericin , / . ( - Saint-John's wort ) / /
/ / . ( )
204
TOEFL R/C
10
<In Essence, The Formation of A Limestone Cave>

, , / / . ( ) / 3 : , , . ( 3 )
, / ( ) / , , / / / . / / . (, , ) . ( )
, , / / / , , , . / / . ( ) , , / , , . , . ( )
/ / , / , , , . / / / / . ( ) , / . ( ) / , / / . ( ) / , . ( ) , , Carlsbad Caverns / , / . ( )
. (, ) / / , , , . ( ) / . / / , . ( - )
205
TOEFL R/C
11
<Credit For First Conceiving Of The Earth>

/ / / / Buckminister Fuller , / , / / 1964 . (Buckminister Fuller- ) / / 8000 , Fuller / / 1969 . ( )
. / , , . / , , / . . ( ) / / / : / / / . ( ) . / / ; / . ()
/ / / / . ( ) , . ( ) / , , / / / . ( ) : / , . ( ) / / / . ( ) , , / / 2 / . ( )
206
TOEFL R/C
12
<The Demand For Portrait Painting>

/ / / / . ( ) / / / / , , . ( ) , , ; . ( ) / / / , / , 18 . ( )
, / / . ( ) , / . ( ) / , , / . ( ) / , / , , . ( ) , 2 : . (2 ) / / / / . ( )
/ / / / , / . ( ) . , / . ( ) / , , , , , . ( ) / . / . ( ) , / . ( ) / , (), (), ( ) / , . ( )
13
207
TOEFL R/C
<Clocks were made >

/ / / / / . ( ) 18 , , , / . (18 ) ,
wheelcutting / / . ( ) / . ( ) , , ; . ( ) , 50 / . ( ) / , / . / , / / / . ( )
/ . ( - ) 1800 / / . ( ) / / / . ( ) / ; . ( ) , , ; . ( ) / . ( ) , / , . ( ) / / . ( ) , , 4 / / 1787 1805 . ( )
18 , . / 42500 / / 1800 , 64000 . / 50 / , 32 . ( ) / . ; , , . , . ( ; )
208
TOEFL R/C
14
<The City Is A Global Phenomenon>

. . ( & ) , . ( ) / , , . ( )
, , / / , / / / . ( ) , / , / / , , . ( - ) / / . ( ) / , / , / / . ( ) 1/4 / / 1 / ( ) / / / . / . ( )
, / . ( ) , , / . ( ) , / . ( ) , / , , / . ( ) , / / / . ( )
209
TOEFL R/C
15
<Because Many Predators Kill Only >

/ , / / / / / . ( ) / , . ( ) / / . ( ) , / / 1/3 , , . ( ) / s / , / . ( ) , , / . ( -> ) /
. / / , . ( -> )
/ / / . ( ) / / / / . ( ) / (, ) / / . ( 2 ) / / / / / 1 . ( ) / (1) / / 1 , (2) / / , (3) / . ( ) / . ( ) , . ( ) , / / / . ( - )
210
TOEFL R/C
16
<There Are Several Problems >

/ / . ( ) / , . ( ) / . ( ) / / / , / . ( / ) , , / / , / . ( )
/ / / / / / . ( ) , . ( ) / , / . ( ) / , / . ( ) / , , / . ( ) / / / . / , / / . ( )
/ , , . ( ) / 20 / / , ; 56% , 28% , 14% , 2% . ( ) , 2 / , 2 / . ( > > ; 2 )
, / . ( ) , , , / / , / , , . ( ) , / . ( ) / / / . (
211
TOEFL R/C
212
TOEFL R/C
17
<Over Many Centuries Native American Builders>

/ , , , . ( ) / / / / / / . ( ) / / . ( /) / / , / . ( ) , , / . / , , , , / . ( ) . ( ) / / / / . ( ) , Pueblo , , . ( ; ) / / , / . ( ) / . ( ) , / / / . ( ) , / , / . ( ) Aleution Islands , , / / / . (Aleution Isalands : ) . ( ) , . ( ) , / , / , , . ( ) , Kiowa Wichita / / / . / ; / 10 . ( ) , , / . ( : ) Seminole / / / . / , , . (Seminole )
213
TOEFL R/C
18
<The 1920s Saw Major Developments >

1920 / / . ( ) () : / , , / / . ( ) , / , () / , , . ( ) / / / , / . ( ; ) / / ; / () / . ( , , ) , / / / ( ). (, )
/ / 1920 : / Schubert Alley , / , Tin Pan Alley , / () . . ( 1920 )
, / . ( ) / / / / , , / / / . ( ; ) / / , / 1920 / . (, , ) , F. Scott Fitzgerald / / . (1920 ; )
214
TOEFL R/C
19
<The Radical Change In The Lands Surface>

/ / / / / / / . ( ) , / / / / / . ( , , ) , , / / , / . ( ) / / / / . ( ) , / , / / / , / . ( )
/ / / , , , . ( ) / / / / / . ( ) / / / / / 1/3 / . ( ) / / / / / / / 2.5 / / . ( ) / 1/6 . / / / / . ( ) , / / , , , . ( ) / / , / , / / . ( )
215
TOEFL R/C
20
<The Northwest Coast, A Complex >

, / , , , , / , / Cascade and Coast Ranges . ( ) / , ( ) . ( ) / / , / , , , . ( )
/ 1400 , , . ( ) , / / . ( ; / ) / , , / / / . ( ; / ) / ,
/ , / . ( )
/ 1400 / 130,000 / / / . ( - ) , , / , / / , , ; , , / ; ; . ( ) 15 , / / , / / , , . ( )
216
TOEFL R/C
21
<Birds Have An Extremely Sophisticated >

. ( ) / . ( ; ) , , , , . ( ) / , / , / / / . ( ) / , / / / / / . ( ) / / . ( ) , , . ( 3 ) / / / / . (1 )
/ . ( ) / , . ( ) , / , . ( = ) / / . ( ) / / / . ( )
, / , . ( ) / / . ( - ) , / , / . ( ) , / , , . ( )
217
TOEFL R/C
22
<Much Of Our Knowledge Of The Earliest >

/ / / . ( ; ) / , , . ( ) Olduvai Gorge / , / / / / / , , . ( )
, / . ( ) Olduvai , / / , / . (Olduvai ) / . ( ) / / / , , / / . ( )
50 / / / / . ( ) , , / / , , . ( ) / / . ( )
/ , / . ( ) / / . ( ) , / , / , , / . ( ) , tells , / / . ( )
218
TOEFL R/C
23
<The Age At Which A Female Cetacean, >

/ , / , / . ( - ) / 4 5 , , 8 12 . baleen / 4 10 . ( )
, / . ( ) / 7 12 , killer 8 10 , killer / 14 , bottlenose 12 / . ( )
/ 10 13 / baleen . ( ) / 1 , , sperm , pilot , killer , . ( )
, / . ( -> ?) / / , . ( ) / / . ( ) , / / / . ( , -> )
/ / : 1 , / , , 6 . ( -> ) , / 3 , . , / . / 150 / . / / / , . , / / . 30 / , / . 30 / , 10 / , .
219
TOEFL R/C
24
<Early Developments in Light-Sensitive Images>

/ / / Joseph Niepce . 1833 , Niepce / Louise Daguerre . (Niepce Daguerre )
Daguerre / , / 5 40 , / . (Daguerre ) , , , , . (Daguerre ) 1839 8 , , .
Daguerre / , Joseph Saxon / / / . (Saxon Daguerre ) Robert Cornelius , / , / , / 1839 1842 . (Cornelius Daguerre ) Paul Beck Goddard , / , , / / . (Goddard ) / / / / / 1839 1840 . ( )
, Samuel Morse / / . Morse / 1839 / Daguerre . , / / , / . (Morse Daguerre )
/ / / . ( ) / / / , . ( ; ) . ( ) / . ( ) 1853 / 2000 / , / , . ( ) , , / / / . ( Daguerre )
220
TOEFL R/C
25
<Although Glasswares That Were Made >

/ / , / . ( ) 18 / : . (? -> ; ) / . ( ) , 5 / . ( )
/ () , / . ( ) / / , 12 , / / / . ( (1) ) , , . , / / / . ( (2) - ) / / / . ( )
/ / . ( ; ) / 17 ; 6 / 18 . 1682 /
/ . ( ) / / / . 4 / . ( ) / / / , / . ( )
221
TOEFL R/C
26
<The Development Of Advanced Radio Telescopes>

/ / / / / , , : / . ( ) / / / / , / / / / 19 , / . (19 ) / / / ; , / / . ( )
, / . ( ) / / / , / . ( ) 1960 / , Project Ozma . (1960 ) / Tau Ceti Epsilon Eridani / / / . ( ; ) Project Ozma , 48 . / , / / . ( )
/ / / / / 10 . ( ) / Deep-space Network / . 1000 / / / / . ( ) / , / . : / , / , / . ( )
222
TOEFL R/C
27
<Each Of The Social And Humanistic Branches >

/ / / . ( ) , / / . ( ; ) , / . ( ) / , , , / / / . ( )
/ , , / / . ( ) , / , , , . ( ) / , , , , . ( ) / / / , , . ( ) , / / . ( ) , , / . ( ) . , / . / / / / / / . ( )
, / / / / / , / . ( ) / / . ( ) . / . , / , , , , . ( )
223
TOEFL R/C
28
<Shipping and Shipbuilding Were Vital Industries>

/ / / / 19 . / / / . / / / , , / . / . 18 , .
, , . , , , . , , , , / . / . / / / . , / / / / . / / , .
, : , , , , . , / , . / . ; / / . / / / / , / / . , / / , , .
224
TOEFL R/C
29
<Some People Believe That Mathematics Is >

/ , / / , . / / / . / , / , . / / . / / , / . / .
/ / / / / . / / , , . / / .
/ / / / / . , / / / . / . , / . / . / / / . / , . , / / . / / / . / .
225
TOEFL R/C
30
<There Was No Known Public National Census >

/ / 18 . / / / , / / . / , , , , , / / , . / , / / 1449 , / . / / / / , / 2 .
/ / , , . / / . / / / / / 10 . 1790 , / / / / . / 10 / / . 1776 , , / / / / 3 . / / . , / / / , 2 / .
226

토플리딩문제

Transféré par

Informations du document

Description originale:

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

토플리딩문제

Transféré par

Droits d'auteur :

Formats disponibles

TOEFL R/C

< 1 > : Televisions contribution

TOEFL Test Reading

< 1 > : Televisions contribution

TOEFL Test - Reading

8. The word it in the passage refers to

< 1 > : Televisions contribution

TOEFL Test - Reading

< 2 > : Anasazi is

TOEFL Test - Reading

< 2 > : Anasazi is

TOEFL Test - Reading

< 2 > : Anasazi is

TOEFL Test - Reading

< 3 > : It was reputedly

TOEFL Test - Reading

< 3 > : It was reputedly

TOEFL Test - Reading

< 3 > : It was reputedly

TOEFL Test - Reading

< 4 > : About ten percent

TOEFL Test - Reading

< 4 > : About ten percent

TOEFL Test - Reading

8. The word substantially in the passage is closest in meaning

to (A) actually (B) specifically (C) frequently (D) significantly

< 4 > : About ten percent

TOEFL Test - Reading

the sentence to the passage.

< 5 > : The closest that

TOEFL Test - Reading

< 5 > : The closest that

TOEFL Test - Reading

< 5 > : The closest that

TOEFL Test - Reading

< 6 > : An increasing number of

TOEFL Test - Reading

< 6 > : An increasing number of

TOEFL Test - Reading

< 6 > : An increasing number of

TOEFL Test - Reading

< 7 > : The objective of agriculture is

TOEFL Test - Reading

< 7 > : The objective of agriculture is

TOEFL Test - Reading

< 7 > : The objective of agriculture is

TOEFL Test - Reading

< 8 > : The mineral discoveries

TOEFL Test - Reading

< 8 > : The mineral discoveries

TOEFL Test - Reading

< 8 > : The mineral discoveries

TOEFL Test - Reading

< 9 > : The insect known as

TOEFL Test - Reading

4. The word assess in the passage in closest in meaning to

(A) count (B) evaluate (C) consume (D) attack

< 9 > : The insect known as

TOEFL Test - Reading

< 9 > : The insect known as

TOEFL Test - Reading

< 10 > : In essence,

TOEFL Test - Reading